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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

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