High School Medical Related Careers Standards

Standard 01

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MRC-HS.01.T01.01

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 1: Structural and Functional organization of the human body

MRC-HS.01.T01.01 Describe the cell as the basic structure of all living things.

Student Learning Targets:

Knowledge Targets

I can identify the four types of tissues.
I can define composition of organs.
I can list the organs that compose each body system.
I can identify the function of each body system.

Reasoning Targets

I can describe the cell as the basic structure of all living things.

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Student can differentiate between connective, epithelial, muscle and nervous tissue with 90% accuracy. Student is able to identify the function of each body system with 90% accuracy Student can explain the relationship between cells, tissues, organs, systems and organism with 90% accuracy.
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Student can differentiate between three out of four of the following: connective, epithelial, muscle and nervous tissue. Student is able to identify the function of 80% of the body systems Student can partially explain the relationship between cells, tissues, organs, systems and organism.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T01.02

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 1: Structural and Functional organization of the human body

MRC-HS.01.T01.01.02 Identify the four types of tissues.

Student Learning Targets:

Knowledge Targets

I can label body planes
I can identify directional terms as they relate to the human body
I can label the quadrants and regions of the abdomen
I can label the body cavities I can identify the organs in each quadrant , region or cavity

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student is able to label and define body planes correctly (sagittal, midsagittal, frontal and transverse) The student is able to label and define directional terms as they relate to the human body with 90% accuracy (anterior, posterior, inferior, superior, medial, lateral, superficial, deep, proximal, distal, dorsal, ventral, prone, supine, plantar, palmar, caudal and cephalic) The student is able to label the quadrants and regions of the abdomen with 100% accuracy (Right Upper Quadrant, Right Lower Quadrant, Left Upper Quadrant, Left Lower Quadrant, Left Hypochondriac, Left Lumbar, Left Iliac (Inguinal), Right Hypochondriac, Right Lumbar, Right Iliac (Inguinal), Hypogastric, Umbilical and Epigastric The student can label the body cavities with 100% accuracy and identify 90% of the organs in each quadrant, region or cavity		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student is able to label and define 3/4 body planes correctly (sagittal, midsagittal, frontal and transverse) The student is able to label and define directional terms as they relate to the human body with 80% accuracy (anterior, posterior, inferior, superior, medial, lateral, superficial, deep, proximal, distal, dorsal, ventral, prone, supine, plantar, palmar, caudal and cephalic) The student is able to label the quadrants and regions of the abdomen with 90% accuracy (Right Upper Quadrant, Right Lower Quadrant, Left Upper Quadrant, Left Lower Quadrant, Left Hypochondriac, Left Lumbar, Left Iliac (Inguinal), Right Hypochondriac, Right Lumbar, Right Iliac (Inguinal), Hypogastric, Umbilical and Epigastric The student can label the body cavities with 80% accuracy and identify at least two organs in each quadrant, region or cavity		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T01.03

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 1: Structural and Functional organization of the human body

MRC-HS.01.T01.03 Define composition of organs.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T01.04

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 1: Structural and Functional organization of the human body

MRC-HS.01.T01.04 List the organs that compose each body system.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T01.05

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 1: Structural and Functional organization of the human body

MRC-HS.01.T01.05 Identify the function of each body system.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T02.01

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 2: Directional Terms

MRC-HS.01.T02.01 Label body planes.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T02.02

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 2: Directional Terms

MRC-HS.01.T02.02 Identify directional terms as they relate to the human body.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T02.03

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 2: Directional Terms

MRC-HS.01.T02.03 Label the quadrants and regions of the abdomen.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T02.04

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 2: Directional Terms

MRC-HS.01.T02.04 Label the body cavities.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T02.05

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 2: Directional Terms

MRC-HS.01.T02.05 Identify the organs in each quadrant , region or cavity.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01 Describe the structure and function of each body systems (i.e., integumentary, skeletal, muscular, circulatory, digestive, respiratory, nervous, special senses, reproductive, urinary, lymphatic and endocrine).

This standard calculations is based off the substandards that are listed after the i.e.

MRC-HS.01.T03.01.cir

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.cir Describe the structure and function of the circulatory systems.

Student Learning Targets:

Knowledge Targets

I can describe the following structures/components of the cardiovascular system and their function (arteries, veins, pericardium, valves, thrombocytes, leukocytes, erythrocytes, plasma)
I can describe the three layers of the heart and the function of each layer
I can identify the different blood types and the universal donor and receives
I can describe the function of the different components of blood with 90% accuracy
I can describe the flow of blood through the heart and body with 90% accuracy
I can define the medical terms used with the cardiovascular system with 90% accuracy (angi/o, phleb/o, arteri/o, thromb/o, cardi/o, hem/o, vas/o, vascul/o,)

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describes the following structures/components of the cardiovascular system and their function with 90% accuracy : arteries, veins, pericardium, valves, thrombocytes, leukocytes, erythrocytes, plasma. Describes the three layers of the heart and the function of each layer Identifies the different blood types and the universal donor and receiver Describes the function of the different components of blood with 90% accuracy Describes the flow of blood through the heart and body with 90% accuracy Defines the medical terms used with the cardiovascular system with 90% accuracy (angi/o, phleb/o, arteri/o, thromb/o, cardi/o, hem/o, vas/o, vascul/o,)		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describes the following structures/components of the cardiovascular system and their function with 80% accuracy : arteries, veins, pericardium, valves, thrombocytes, leukocytes, erythrocytes, plasma. Describes the three layers of the heart and the function of each layer with 80% accuracy Identifies the different blood types and the universal donor and receiver Describes the function of the different components of blood with 80% accuracy Describes the flow of blood through the heart and body with 80% accuracy Defines the medical terms used with the cardiovascular system with 80% accuracy (angi/o, phleb/o, arteri/o, thromb/o, cardi/o, hem/o, vas/o, vascul/o,)		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.dig

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.dig Describe the structure and function of the digestive systems.

Student Learning Targets:

Knowledge Targets

I can identify the structures of the digestive system: alimentary canal, mouth, teeth, sublingual glands, submandibular glands, parotid glands, pharynx, epiglottis, esophagus, stomach, duodenum, jejunum, ileum, large intestine, colon, rectum, anus, liver, gallbladder, pancreas and appendix
I can identify the parts of small and large intestine: duodenum, jejunum, ileum, cecum, ascending colon, transverse colon, descending colon and sigmoid colon

Reasoning Targets

I can differentiate the functions of digestive organs: alimentary canal, mouth, teeth, sublingual glands, submandibular glands, parotid glands, pharynx, epiglottis, esophagus, stomach, duodenum, jejunum, ileum, large intestine, colon, rectum, anus, liver, gallbladder, pancreas and appendix

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies the structures of 90% of the digestive system: alimentary canal, mouth, teeth, sublingual glands, submandibular glands, parotid glands, pharynx, epiglottis, esophagus, stomach, duodenum, jejunum, ileum, large intestine, colon, rectum, anus, liver, gallbladder, pancreas and appendix Differentiate the functions of each of the above digestive functions with 90% accuracy. Identify the parts of small and large intestine: duodenum, jejunum, ileum, cecum, ascending colon, transverse colon, descending colon and sigmoid with 90% accuracy		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the structures of 80% of the digestive system: alimentary canal, mouth, teeth, sublingual glands, submandibular glands, parotid glands, pharynx, epiglottis, esophagus, stomach, duodenum, jejunum, ileum, large intestine, colon, rectum, anus, liver, gallbladder, pancreas and appendix Differentiate the functions of each of the above digestive functions with 80% accuracy. Identify the parts of small and large intestine: duodenum, jejunum, ileum, cecum, ascending colon, transverse colon, descending colon and sigmoid with 80% accuracy		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.end

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.end Describe the structure and function of the endocrine systems.

Student Learning Targets:

Knowledge Targets

I can identify the location of of the endocrine gland
I can explain the function of of the endocrine glands
I can explain the function of the endocrine system

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The Student Will Identifies the location of 90% of the endocrine glands Explains the function of 90% of the endocrine glands Explains the function of the endocrine system		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the location of 70% of the endocrine glands Explains the function of 70% of the endocrine glands Explains the function of the endocrine system		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.int

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.int Describe the structure and function of the integumentary systems.

Student Learning Targets:

Knowledge Targets

I can identify the location of the following organs: skin, hair, nails, sweat glands, oil glands.
I can describe the functions of the Integumentary System.
I can identify the three layers of skin (epidermis, dermis, subcutaneous) and the functions of each layer.

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student: Identifies the location of 90% of the following organs: skin, hair, nails, sweat glands, oil glands Explains three out of the four functions of the Integumentary System Identifies the three layers of skin (epidermis, dermis, subcutaneous) and the functions of each layer with 90% accuracy.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). There are no major errors or omissions regarding the simpler details and processes as the student: Identifies the location of 70% of the following organs: skin, hair, nails, sweat glands, oil glands Explains two out of the three functions of the Integumentary System. Identifies the three layers of skin (epidermis, dermis, subcutaneous) and the functions of each layer with 70% accuracy.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.lym

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.lym Describe the structure and function of the lymphatic systems.

Student Learning Targets:

Knowledge Targets

I can identify the location of the following lymphatic structures: lymph fluid, antibodies, spleen, thymus gland, lymph nodes, lymphocytes and lymph vessels.
I can explain the functions of the lymphatic system.
I can identify the functions of the thymus, lymph fluid, antibodies, spleen, antibodies, lymph vessels and lymphocytes

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies the location of 90% of the following lymphatic structures: lymph fluid, antibodies, spleen, thymus gland, lymph nodes, lymphocytes and lymph vessels. Explains the three of the four functions of the lymphatic system. Identifies 90% of the functions of the thymus, lymph fluid, antibodies, spleen, antibodies, lymph vessels and lymphocytes.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the location of 70% of the following lymphatic structures: lymph fluid, antibodies, spleen, thymus gland, lymph nodes, lymphocytes and lymph vessels. Explains the three of the four functions of the lymphatic system. Identifies 70% of the functions of the thymus, lymph fluid, antibodies, spleen, antibodies, lymph vessels and lymphocytes.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.mus

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.mus Describe the structure and function of the muscular systems.

Student Learning Targets:

Knowledge Targets

I can identify the following movements: flexion, extension, abduction, adduction, rotation, circumduction, pronation, supination, dorsiflexion, plantarflexion
I can define the following terms: atrophy, fascia, tendon, muscle tone
I can differentiate between the origin and insertion of a muscle
I can differentiate between voluntary, involuntary and cardiac muscles
I can explain three out of four characteristics of muscles

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies 90% of the following movements: flexion, extension, abduction, adduction, rotation, circumduction, pronation, supination, dorsiflexion, plantarflexion Defines the following terms: atrophy, fascia, tendon, muscle tone Differentiates between the origin and insertion of a muscle Differentiates between voluntary, involuntary and cardiac muscles Explains three out of four characteristics of muscles		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies 70% of the following movements: flexion, extension, abduction, adduction, rotation, circumduction, pronation, supination, dorsiflexion, plantarflexion Defines 70% of the following terms: atrophy, fascia, tendon, muscle tone Defines the origin and insertion of a muscle Define voluntary, involuntary and cardiac muscles Explains two out of four characteristics of muscles		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.ner

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.ner Describe the structure and function of the nervous systems.

Student Learning Targets:

Knowledge Targets

I can identify the three sections of the brain and their respective functions (cerebrum, cerebellum and brainstem).
I can identify the three parts of a neuron and their respective functions (neuron, axon and cell body).
I can differentiate between sensory and motor nerves.
I can differentiate between the central and peripheral nervous systems.
I can differentiate between the sympathetic and parasympathetic nervous systems.
I can describe at least three characteristics of cerebrospinal fluid.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies the three sections of the brain and their respective functions (cerebrum, cerebellum and brainstem) Identifies the three parts of a neuron and their respective functions (neuron, axon and cell body) Differentiates between sensory and motor nerves Differentiates between the central and peripheral nervous systems Differentiates between the sympathetic and parasympathetic nervous systems Describes at least three characteristics of cerebrospinal fluid		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the three sections of the brain and the function of at least two of the sections (cerebrum, cerebellum and brainstem) Identifies the three parts of a neuron and at least two of the parts functions (neuron, axon and cell body) Identifies the function of sensory or motor nerves Identifies the function of the central or peripheral nervous systems Identifies the function of the sympathetic or parasympathetic nervous systems Describes at least two characteristics of cerebrospinal fluid		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.rep

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.rep Describe the structure and function of the reproductive systems.

Student Learning Targets:

Knowledge Targets

I can identify the location and functions of the female reproductive system: (uterus, ovary, fallopian tube, cervix, vagina, and vulva).
I can identify the location and functions of the male reproductive system (testes, epididymis, vas deferens, seminal vesicles, ejaculatory ducts, urethra, prostate gland, cowper’s gland, penis).
I can explain the two functions of the reproductive system.

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student: Identifies the location and functions of 90% of the female reproductive system: (uterus, ovary, fallopian tube, cervix, vagina, and vulva). Identifies the location and functions of 90% of the male reproductive system (testes, epididymis, vas deferens, seminal vesicles, ejaculatory ducts, urethra, prostate gland, cowper’s gland, penis). Explains the two functions of the reproductive system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the location and functions of 70% of the female reproductive system: (uterus, ovary, fallopian tube, cervix, vagina, and vulva). Identifies the location and functions of 70% of the male reproductive system (testes, epididymis, vas deferens, seminal vesicles, ejaculatory ducts, urethra, prostate gland, cowper’s gland, penis). Explains one out of the two functions of the reproductive system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.res

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.res Describe the structure and function of the respiratory systems.

Student Learning Targets:

Knowledge Targets

I can describes the following structures/components of the respiratory system and their function: nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis
I can describe the process of inhalation and exhalation including the muscles used and the effect on the pleural cavity
I can identify the parts of the respiratory system nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis
I can describe abnormal breathing patterns (bradypnea, orthopnea, tachypnea, Cheyne Stokes, apnea, hypopnea, hyperpnea, dyspnea
I can define the medical terms used with the respiratory system (nas/o, rhin/o, nares, pharyng/o, laryng/o, trache/o, bronchi/o, pneum/o, pulmon/o, epistaxis)

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describes the following structures/components of the respiratory system and their function with 90% accuracy : nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis Describes the process of inhalation and exhalation including the muscles used and the effect on the pleural cavity with 90% accuracy Identifies the parts of the respiratory system with 90% accuracy nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis Describes abnormal breathing patterns with 90% accuracy (bradypnea, orthopnea, tachypnea, Cheyne Stokes, apnea, hypopnea, hyperpnea, dyspnea Defines the medical terms used with the respiratory system with 90% accuracy (nas/o, rhin/o, nares, pharyng/o, laryng/o, trache/o, bronchi/o, pneum/o, pulmon/o, epistaxis )		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describes the following structures/components of the respiratory system and their function with 80% accuracy : nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis Describes the process of inhalation and exhalation including the muscles used and the effect on the pleural cavity with 80% accuracy Identifies the parts of the respiratory system with 80% accuracy nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, pleura, diaphragm, alveoli, and epiglottis Describes abnormal breathing patterns with 80% accuracy (bradypnea, orthopnea, tachypnea, Cheyne Stokes, apnea, hypopnea, hyperpnea, dyspnea Defines the medical terms used with the respiratory system with 80% accuracy (nas/o, rhin/o, nares, pharyng/o, laryng/o, trache/o, bronchi/o, pneum/o, pulmon/o, epistaxis )		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.ske

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.ske Describe the structure and function of the skeletal systems.

Student Learning Targets:

Knowledge Targets

I can identify the location of the following bones: Cranium, Humerus, Sacrum, Tarsals, Clavicle, Lumbar Spine, Pelvis, Metatarsals, Cervical Spine, Mandible, Maxilla, Radius, Coccyx, Calcaneus, Scapula, Ulna, Femur, Phalanges, Sternum, Carpals, Patella, Thoracic Spine, Metacarpals, Tibia, True Ribs, False Ribs, Floating Ribs, Phalanges, Fibula
I can explains the functions of the Skeletal System
I can identify the parts of the long bone and the function of the parts of the long bone (epiphysis, diaphysis, medullary cavity, red bone marrow, yellow bone marrow)
I can differentiate between the axial and appendicular skeleton

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies the location of 90% of the following bones: Cranium, Humerus, Sacrum, Tarsals, Clavicle, Lumbar Spine, Pelvis, Metatarsals, Cervical Spine, Mandible, Maxilla, Radius, Coccyx, Calcaneus, Scapula, Ulna, Femur, Phalanges, Sternum, Carpals, Patella, Thoracic Spine, Metacarpals, Tibia, True Ribs, False Ribs, Floating Ribs, Phalanges, Fibula Explains four out of the five the functions of the Skeletal System Identifies the parts of the long bone and the function of the parts of the long bone (epiphysis, diaphysis, medullary cavity, red bone marrow, yellow bone marrow) with 90% accuracy Differentiates between the axial and appendicular skeleton		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the location of 80% of the following bones: Cranium, Humerus, Sacrum, Tarsals, Clavicle, Lumbar Spine, Pelvis, Metatarsals, Cervical Spine, Mandible, Maxilla, Radius, Coccyx, Calcaneus, Scapula, Ulna, Femur, Phalanges, Sternum, Carpals, Patella, Thoracic Spine, Metacarpals, Tibia, True Ribs, False Ribs, Floating Ribs, Phalanges, Fibula Explains three out of the five the functions of the Skeletal System Identifies the parts of the long bone and the function of the parts of the long bone (epiphysis, diaphysis, medullary cavity, red bone marrow, yellow bone marrow) with 80% accuracy		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.sps

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.sps Describe the structure and function of the special senses systems.

Student Learning Targets:

Knowledge Targets

I can describe the following structures/components of the sensory system and their function: cornea, lens, pupil, iris, retina, rods, cones, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus, taste buds, cilia
I can identify the parts of the ear and eye: cornea, lens, pupil, iris, retina, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describes the following structures/components of the sensory system and their function with 90% accuracy : cornea, lens, pupil, iris, retina, rods, cones, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus, taste buds, cilia Identifies the parts of the ear and eye with 90% accuracy: cornea, lens, pupil, iris, retina, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describes the following structures/components of the sensory system and their function with 80% accuracy : cornea, lens, pupil, iris, retina, rods, cones, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus, taste buds, cilia Identifies the parts of the ear and eye with 80% accuracy: cornea, lens, pupil, iris, retina, external ear, middle ear, inner ear, cochlea, tympanic membrane, external auditory meatus		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T03.01.uri

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 3: Body Systems

MRC-HS.01.T03.01.uri Describe the structure and function of the urinary systems.

Student Learning Targets:

Knowledge Targets

I can identify the location and functions of the urinary system structures: kidneys, ureters, bladder and urethra
I can identify the function of the urinary system.

Reasoning Targets

Skills (Performance) Targets

Product Target

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies the location and functions of 90% of the urinary system structures: kidneys, ureters, bladder and urethra Identify the function of the urinary system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies the location and functions of 70% of the urinary system structures: kidneys, ureters, bladder and urethra Cannot identify the function of the urinary system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01 Describe the common diseases and disorders of each body system including prevention, pathology, diagnosis and treatment.

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.cir

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.cir Describe the common diseases and disorders of the circulatory system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. I can describe 90% of the disease that affect the cardiovascular system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: hypertension, hypotension, stroke, transient ischemic attack, arteriosclerosis, atherosclerosis, aneurysm, coronary artery disease, myocardial infarction, congestive heart failure, arrhythmia, anemia, hemophilia, and leukemia I can discuss emerging diseases and disorders related to the cardiovascular system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies 80% of the different disease processes that affect the cardiovascular system. Disease List: hypertension, hypotension, stroke, transient ischemic attack, arteriosclerosis, atherosclerosis, aneurysm, coronary artery disease, myocardial infarction, congestive heart failure, arrhythmia, anemia, hemophilia, and leukemia		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.dig

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.dig Describe the common diseases and disorders of the digestive system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the digestive system from the list as well as identify signs/symptoms and treatment options for the diseases. jaundice, cirrhosis, cholecystitis, cholelithiasis, appendicitis, ulcerative colitis, crohn's disease, diverticulitis, constipation, diarrhea, bulimia, anorexia and obesity Discuss emerging diseases and disorders related to the digestive system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies 80% of the different disease processes that affect the digestive system. jaundice, cirrhosis, cholecystitis, cholelithiasis, appendicitis, ulcerative colitis, crohn's disease, diverticulitis, constipation, diarrhea, bulimia, anorexia and obesity		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.end

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.end Describe the common diseases and disorders of the endocrine system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the endocrine system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: acromegaly, dwarfism, diabetes insipidus, hyperthyroidism, hypothyroidism, Cushing’s syndrome, Addison’s disease, hypoglycemia and diabetes mellitus Discuss emerging diseases and disorders related to the endocrine system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies 80% of the diseases that affect the endocrine system and describes signs and symptoms of those diseases. Disease List: acromegaly, dwarfism, diabetes insipidus, hyperthyroidism, hypothyroidism, Cushing’s syndrome, Addison’s disease, hypoglycemia and diabetes mellitus		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.int

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.int Describe the common diseases and disorders of the integumentary system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the cardiovascular system from the list as well as identify signs/symptoms and treatment options for the diseases. lesions, rubella, chicken pox, herpes zoster, herpes 1, herpes 2, impetigo, fungi, athlete’s foot, gangrene, acne, psoriasis, pediculosis, scabies, melanoma, first degree burn, second degree burn and third degree burns Discuss emerging diseases and disorders related to the integumentary system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 80% of the disease that affect the cardiovascular system from the list as well as identify signs/symptoms and treatment options for the diseases. lesions, rubella, chicken pox, herpes zoster, herpes 1, herpes 2, impetigo, fungi, athlete’s foot, gangrene, acne, psoriasis, pediculosis, scabies, melanoma, first degree burn, second degree burn and third degree burns		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.lym

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.lym Describe the common diseases and disorders of the lymphatic system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.mus

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.mus Describe the common diseases and disorders of the muscular system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect muscles from the list as well as identify signs/symptoms and treatment options for the diseases. Disease list: Muscle atrophy, contracture, strain, fibromyalgia, bursitis, dislocation, muscular dystrophy, botulism, tendonitis and myasthenia gravis. Discuss emerging diseases and disorders related to the muscular system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 80% of the disease that affect muscles from the list as well as identify signs/symptoms and treatment options for the diseases. Disease list: Muscle atrophy, contracture, strain, fibromyalgia, bursitis, dislocation, muscular dystrophy, botulism, tendonitis and myasthenia gravis. Discuss emerging diseases and disorders related to the muscular system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.ner

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.ner Describe the common diseases and disorders of the nervous system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the nervous system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: spina bifida, hydrocephalus, cerebral palsy, Alzheimer’s disease, amyotrophic lateral sclerosis, myasthenia gravis, Parkinson’s disease, epilepsy, Tourette’s syndrome, meningitis, encephalitis, hemiplegia, paraplegia, quadriplegia Discuss emerging diseases and disorders related to the nervous system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 90% of the disease that affect the nervous system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: spina bifida, hydrocephalus, cerebral palsy, Alzheimer’s disease, amyotrophic lateral sclerosis, myasthenia gravis, Parkinson’s disease, epilepsy, Tourette’s syndrome, meningitis, encephalitis, hemiplegia, paraplegia, quadriplegia Discuss emerging diseases and disorders related to the nervous system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.rep

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.rep Describe the common diseases and disorders of the reproductive system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the reproductive system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: Pelvic inflammatory disease, premenstrual syndrome, premenstrual dysphoric disorder, endometriosis, cervical cancer, ovarian cancer, breast cancer, pregnancy, epididymitis, benign prostatic hypertrophy, prostate cancer, testicular cancer, chlamydia, gonorrhea, syphilis, trichomoniasis, herpes simplex 2, condyloma, hepatitis B, Human immunodeficiency virus Discuss emerging diseases and disorders related to the reproductive system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 80% of the disease that affect the reproductive system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: Pelvic inflammatory disease, premenstrual syndrome, premenstrual dysphoric disorder, endometriosis, cervical cancer, ovarian cancer, breast cancer, pregnancy, epididymitis, benign prostatic hypertrophy, prostate cancer, testicular cancer, chlamydia, gonorrhea, syphilis, trichomoniasis, herpes simplex 2, condyloma, hepatitis B, Human immunodeficiency virus Discuss emerging diseases and disorders related to the reproductive system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.res

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.res Describe the common diseases and disorders of the respiratory system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the respiratory system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: asthma, chronic obstructive pulmonary disease, pneumothorax, bronchitis, upper respiratory infection, cystic fibrosis, emphysema, hay fever, hantavirus, lung cancer, pleurisy, influenza, RSV, sinusitis, tuberculosis, sleep apnea, hemoptysis, epistaxis Discuss emerging diseases and disorders related to the respiratory system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 80% of the disease that affect the respiratory system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: asthma, chronic obstructive pulmonary disease, pneumothorax, bronchitis, upper respiratory infection, cystic fibrosis, emphysema, hay fever, hantavirus, lung cancer, pleurisy, influenza, RSV, sinusitis, tuberculosis, sleep apnea, hemoptysis, epistaxis Discuss emerging diseases and disorders related to the respiratory system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.ske

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.ske Describe the common diseases and disorders of the skeletal system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. escribe 90% of the disease that affect bones and joints from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: sprain, osteoporosis, osteomyelitis, scoliosis, kyphosis, lordosis, fractures (complex, simple, closed, open, comminuted, compound, greenstick), osteoarthritis, rheumatoid arthritis, herniated disc. Discuss emerging diseases and disorders related to the skeletal system		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). escribe 80% of the disease that affect bones and joints from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: sprain, osteoporosis, osteomyelitis, scoliosis, kyphosis, lordosis, fractures (complex, simple, closed, open, comminuted, compound, greenstick), osteoarthritis, rheumatoid arthritis, herniated disc. Discuss emerging diseases and disorders related to the skeletal system		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.sps

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.sps Describe the common diseases and disorders of the special senses system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Describe 90% of the disease that affect the sensory system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: Astigmatism, hyperopia, myopia, presbyopia, cataracts, asthenopia, diplopia, photophobia, glaucoma, macular degeneration, conjunctivitis, sensorineural hearing loss, conductive hearing loss, deafness, tinnitus, otitis media, otitis externa and Meniere’s Disease Discuss emerging diseases and disorders related to the sensory system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Describe 80% of the disease that affect the sensory system from the list as well as identify signs/symptoms and treatment options for the diseases. Disease List: Astigmatism, hyperopia, myopia, presbyopia, cataracts, asthenopia, diplopia, photophobia, glaucoma, macular degeneration, conjunctivitis, sensorineural hearing loss, conductive hearing loss, deafness, tinnitus, otitis media, otitis externa and Meniere’s Disease Discuss emerging diseases and disorders related to the sensory system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.01.uri

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.01.uri Describe the common diseases and disorders of the urinary system including prevention, pathology, diagnosis and treatment.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Identifies 90% of the diseases that affect the urinary system and describe signs and symptoms of those diseases. Disease List: urethritis, cystitis,nephritis, kidney stones, kidney failure, Discuss emerging diseases and disorders related to the urinary system.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). Identifies 80% of the diseases that affect the urinary system and describe signs and symptoms of those diseases. Disease List: urethritis, cystitis,nephritis, kidney stones, kidney failure, Discuss emerging diseases and disorders related to the urinary system.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T04.02

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 4: Diseases and Disorders

MRC-HS.01.T04.02 Discuss emerging diseases, disorders and therapies.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T05.01

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 5: Medical Mathematics

MRC-HS.01.T05.01 Perform mathematical computations related to healthcare procedures.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T05.02

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 5: Medical Mathematics

MRC-HS.01.T05.02 Convert units in the metric system.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T05.03

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 5: Medical Mathematics

MRC-HS.01.T05.03 Convert household measurements to metric.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T05.04

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 5: Medical Mathematics

MRC-HS.01.T05.04 Interpret diagrams, charts, graphs, and tables.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

MRC-HS.01.T05.05

High School (MRC) Targeted Standards
Standard 1: Human Structure and Function
Topic 5: Medical Mathematics

MRC-HS.01.T05.05 Record time using the 24-hour clock.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

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"I can ... statements"

MRC-HS.01.T01.01

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T01.02

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T01.03

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T01.04

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T01.05

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T02.01

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T02.02

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T02.03

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T02.04

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

Resources

MRC-HS.01.T02.05

Student Learning Targets:

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale