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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

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