Unit 1: Introduction to Anatomy and Physiology
Overview: A three-lesson introduction to anatomy and physiology (A&P), the relationship between biological structure and function, and major approaches to studying the human body. Students apply these concepts to healthcare and sports medicine examples.
Big ideas and essential questions
- Big idea: Anatomy describes body structures; physiology explains how those structures function. Understanding both supports interpretation of health, movement, and disease.
- How does structure shape function in the human body?
- How do different approaches to studying anatomy help answer different questions?
- Why is A&P foundational to healthcare and sports medicine?
Learning outcomes
Students will know:
- Anatomy is the study of body structures and their relationships; physiology is the study of how body parts function.
- Structure and function are interdependent.
- Gross anatomy examines structures visible to the unaided eye; microscopic anatomy examines structures requiring magnification.
- Regional, systemic, surface, and developmental anatomy are complementary approaches to studying the body.
Students will be able to:
- Define and distinguish anatomy and physiology using accurate examples.
- Explain a structure–function relationship at an introductory level.
- Classify an A&P question by the anatomical approach it uses.
- Explain how A&P knowledge informs a healthcare or sports medicine decision.
- Use a diagram, model, or other evidence to communicate a structure–function explanation.
Curriculum alignment and key competencies: The unit supports the NGSS emphasis on structure and function and connects most directly to HS-LS1-2, which focuses on modeling the hierarchical organization of interacting systems in multicellular organisms. Students practice developing and using models, constructing explanations, and communicating scientific information. These activities build scientific reasoning, critical thinking, and evidence-based communication. The unit provides conceptual grounding rather than assessing the full NGSS performance expectation. It also supports relevant Common Core ELA/Literacy practices for science and technical subjects, including interpreting visual information and communicating explanations.
Key vocabulary
Anatomy, physiology, structure, function, gross anatomy, microscopic anatomy, regional anatomy, systemic anatomy, surface anatomy, developmental anatomy, structure–function relationship.
Prior knowledge
Students should have introductory familiarity with cells, tissues, organs, and organ systems, and be able to describe basic observations using scientific vocabulary. Provide a brief review if these concepts are new.
Summative assessment
Task: Create a one-page illustrated case analysis or a short presentation about a body structure relevant to healthcare or sports medicine. Identify the structure, explain its function and a structure–function relationship, classify the scale or approach used to study it, and explain one practical reason A&P knowledge matters in the chosen context.
Success criteria:
- Defines anatomy and physiology accurately and distinguishes them.
- Explains a plausible structure–function relationship.
- Correctly identifies and justifies at least two relevant anatomical approaches or levels of study.
- Connects A&P knowledge to a relevant healthcare or sports medicine application.
- Uses key vocabulary accurately and communicates ideas clearly.
Formative checkpoints
- Lesson 1: Sort example questions into “anatomy” or “physiology”; explain one answer.
- Lesson 2: Classify short scenarios by anatomical approach and justify classifications.
- Lesson 3: Submit a draft claim and evidence for peer feedback against the summative criteria.
Lesson sequence
| Lesson | Focus | Key activities | Evidence of learning |
|---|---|---|---|
| 1 | Anatomy, physiology, and structure–function relationships | Introduce A&P through a healthcare or movement example. Students compare definitions, annotate a body-structure example, and sort questions as structural or functional. | Accurate definitions; annotated example linking a structure to its function. |
| 2 | Major areas and approaches in anatomy | Use images, models, or diagrams to distinguish gross from microscopic anatomy. In small groups, students rotate through examples and classify them as regional, systemic, surface, or developmental anatomy, then explain their reasoning. | Classification responses with brief justifications; exit ticket distinguishing gross and microscopic anatomy. |
| 3 | Applying A&P in healthcare and sports medicine | Analyze a short, instructor-provided case. Students identify the relevant structure, function, and anatomical approach, then plan and produce the summative case analysis or presentation. | Draft claim and evidence; completed summative assessment. |
Differentiation
- Support: Provide a vocabulary bank with definitions and visuals, sentence frames for structure–function explanations, labeled diagrams, and a partially completed classification chart. Allow oral explanations or accessible presentation formats when appropriate.
- Extension: Ask students to compare how two anatomical approaches investigate the same structure, evaluate the limits of a single approach, or explain a more complex structure–function relationship.
Resources
- Labeled anatomical diagrams and body-system models
- Light-microscopy images or prepared virtual slides
- Short, instructor-selected healthcare or sports medicine cases
- Vocabulary cards, classification chart, and summative-assessment rubric
- Reliable anatomy and physiology textbook or institutional learning resources
Cross-curricular links
- Biology and NGSS: Cells, tissues, organ systems, models, and the structure-and-function crosscutting concept
- Health sciences: Using foundational body knowledge in professional contexts
- Sports medicine and kinesiology: Connecting body structures to movement and performance
- ELA/Literacy: Interpreting diagrams, supporting explanations with evidence, and communicating technical ideas
- Scientific practices: Developing and using models, constructing explanations, and communicating information