Use the science to investigate a real source, explain the evidence, and communicate a defensible conclusion. The guide supplies the actual reading, data, task, and chosen level before the unit begins.
| Strand | Required evidence |
|---|---|
| History, Reading, Writing | Use an approved source in context and a student-authored response. Separate the original evidence from later explanations; do not force a single-hero story. |
| Geography and ethics | Include location, social context, or ethical trade-offs where they genuinely support the scientific question. |
| Elective extensions | Choose additional depth in data, technology, economics, or art. Extensions do not replace the core work. |
| Quantitative science | Use the unit's mathematical lane at the agreed level. Supply units, denominators, and model conditions; required science is assessed as science. |
Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
Use the same approved task in both formats. The web guide explains the source, data, assumptions, student work, and evidence checklist; this packet is its portable summary, not a different assignment.
Use the web guide's approved unit assignment.
| Unit | Human Anatomy big idea | Integration anchor |
|---|---|---|
| 01 Cells, Tissues & Body Plan | The body is built from cells organized into four tissue types and nested levels of organization. | Cell theory from Hooke to Virchow — pair with The Immortal Life of Henrietta Lacks; one cell line reshapes medicine and consent. |
| 02 Skeletal & Muscular | Muscles pull on bones across joints to produce movement — the body as a system of levers. | Vesalius’s 1543 Fabrica overturning Galen — observation displaces authority (the worked example below). |
| 03 Cardiovascular | The heart is a double pump driving blood through one closed circuit. | Harvey’s De Motu Cordis (1628) proving circulation against Galen — the quantitative argument that blood must recirculate. |
| 04 Respiratory | Ventilation, perfusion, and CO2/bicarbonate balance interact. | Assigned pressure/gas sources and synthetic spirograms; distinguish modern models from historical evidence and unperformed tests. |
| 05 Nervous System & Senses | Neurons carry electrochemical signals; the nervous system senses, integrates, and responds. | Cajal and Golgi and the neuron doctrine (Nobel 1906) — pair with Sacks’s The Man Who Mistook His Wife for a Hat. |
| 06 Digestive & Urinary | Absorption and selective renal transport regulate internal balance. | Modern absorption/nephron sources, synthetic conservation ledgers, and the distinction between access and consent. |
| 07 Endocrine & Reproductive | Hormones act through receptors and feedback; development changes the system. | Critique “master gland” and fixed-calendar metaphors with the assigned sources and fictional models. |
| 08 Immune & Integumentary | Barriers, innate defense, adaptive memory, and fluid/heat balance interact. | The B-cell source’s agglutination history versus later mechanisms; synthetic curves, no exposures. |
Big idea: muscles pull on bones across joints to make movement — a system of levers, never pushes. Anchor: for 1,300 years medicine trusted Galen, who dissected animals; in 1543 Vesalius’s Fabrica, drawn from his own human dissections, corrected him on hundreds of points. Question: students put a Galen claim next to the articulated skeleton and torso model, trace which muscles cross a joint, and reason out the lever. Connection back: this is the musculoskeletal lever system — and the observational method that founds all of anatomy, the same insistence on looking behind every specimen defense.
Math never drives a unit, but human anatomy uses it constantly — always anchored to the structure or measurement at the bench. Here is the quantitative skill each unit actually uses, done inside the lab context rather than as a parallel curriculum.
| Unit | Applied math at the agreed level |
|---|---|
| 01 Cells, Tissues & Body Plan | Scale-bar conversions, surface-area-to-volume ratio, and ideal osmotic cell volume with nonpenetrating solute. |
| 02 Skeletal & Muscular | Static torque with perpendicular moment arms, sarcomere percentage change, and formation minus resorption. |
| 03 Cardiovascular | Stroke volume, ejection fraction, output, oxygen delivery/use, and a conditional mean-pressure/resistance model. |
| 04 Respiratory | Total versus alveolar ventilation, supplied residual volume, partial pressures, and bicarbonate/CO2 pH with bounded compensation. |
| 05 Nervous System & Senses | Compare stimulus-response times and their variation. Reaction time is not nerve conduction time: processing and motor delays also contribute. Use separately supplied measurements for conduction calculations. |
| 06 Digestive & Urinary | GI and renal mass balances; clearance and filtration fraction; compartment water/osmole conservation; net acid excretion. |
| 07 Endocrine & Reproductive | Generic feedback recurrence, endogenous half-life, chromosome/chromatid counts, and equal-volume cleavage; no dosing or personal calendars. |
| 08 Immune & Integumentary | Matched immune-response ratios and sampled crossing intervals; evaporated fraction, heat-transfer power, and synthetic repair-area changes. |
Students do the cardiac-output arithmetic inside the circulation lab, the lever mechanics inside the musculoskeletal dissection, the titer dilution inside the immunity investigation. The number always means something because it is attached to a result they produced — never a worksheet detached from the anatomy.
Integration is its own strand. Track each unit’s integration level across the year — Developing, Proficient, or Mastery — separate from the science-mastery rubric. Record the evidence reference and date in the final column.
| Unit | Developing | Proficient | Mastery | Evidence / date |
|---|---|---|---|---|
| 01 Cells, Tissues & Body Plan | ◯ | ◯ | ◯ | ______ |
| 02 Skeletal & Muscular | ◯ | ◯ | ◯ | ______ |
| 03 Cardiovascular | ◯ | ◯ | ◯ | ______ |
| 04 Respiratory | ◯ | ◯ | ◯ | ______ |
| 05 Nervous & Senses | ◯ | ◯ | ◯ | ______ |
| 06 Digestive & Urinary | ◯ | ◯ | ◯ | ______ |
| 07 Endocrine & Reproductive | ◯ | ◯ | ◯ | ______ |
| 08 Immune & Integumentary | ◯ | ◯ | ◯ | ______ |
A student who walks through all eight anchors finishes understanding that human anatomy is how humans learned to reshape matter, and that every formula on the page was once a discovery someone fought for — the version of the subject a student keeps.