§121.13. Anatomy and Physiology of Human Systems 

(1)  The student conducts laboratory investigations and fieldwork using safe, environmentally appropriate, and ethical practices. The student is expected to:(A)  demonstrate safe practices during laboratory investigations and fieldwork; and(B)  make wise choices in the conservation and use of resources and the disposal of materials.

(2)  The student identifies scientific methods used during fieldwork and laboratory investigations. The student is expected to:(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;(B)  collect data by observing and measuring in various ways;(C)  organize, analyze, evaluate, make inferences, and predict trends from data;

(5) The student knows the responses of the human body to internal and external forces. The student is expected to: (A) interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage; (B) analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body; (C) conduct an investigation to determine causes and effects of force variance, and communicate findings; (D) survey and report the uses of various diagnostic and therapeutic technologies; and (E) explain how coordination of muscles, bones, and joints allows movement of the body.

(10) The student knows how to compare anatomical structures to physiological functions. The student is expected to: (A) analyze the relationships between the anatomical structures and physiological functions of systems such as integumentary, reproductive, nervous, and digestive; (B) evaluate the cause and effect of disease, trauma and congenital defects on the structure and function of cells, tissues, organs, and systems; (C) research and evaluate technological advances and limitations in the treatment of system disorders;

§115.32. Health 1, Grades 9-10

(11) Influencing factors. The student understands how to access school and community health services for people of all ages. The student is expected to:
(A) research various school and community health services for people of all ages such as vision and hearing screenings and immunization programs; and (B) compare and analyze the cost, availability, and accessibility of health services for people of all ages.

No TAKS for content area of Physical Education.

Science Objective 1: applies to general scienc concepts and requires thath students demonstrate an understanding of the nature of science (process skills).

Science Objectives 2 & 3: students deal with mostly biological concepts taught in Biology and Anatomy.

Student will choose, research and summarize an injury that occurs within the athletic population. The students will then group according to researched area. The groups will make informed judgments about the importance of different concerns in dealing with the injury of their choice. The groups will then summarize and prioritize the areas for which to be included in designing a product for the general public and athletic populations. The students must design a product (power-point, photo-story, publisher, etc) answering questions concerning their injury, give important areas of anatomy, what to expect and how long rehabilitations could take. Class will take best ideas and concepts after comparing and contrasting of relative material to produce handheld pamphlets to be given to injured athletes and their parents upon injuring of said body part or area. These pamphlets will serve as a PSA and learning tools for not only student trainers, athletes and coaches, but the parents of an injured athlete.

Elaborate on the steps in evaluating an injury?

What criteria would you use to assess an injury?

How do you determine what are the most important facts regarding an injury?

How would you generate a plan to educate and inform the injured athlete and parents of what to expect regarding an injury? What should be included?

How would you compile and arrange the information to be included in a pamphlet or flyer?

How would you chose which information should be included?

Problem-solving: Students will show their ability to breakdown a concept into areas of concern. Research: Students must be able to locate and arrange information regarding a topic into usable areas. Design: Students will be able to corelate and build a product to be presented and given to perspective clients. Presentation: Students will learn skills to give a professional-style presentation. Group: Students will learn the skill of working within the scope of a group. 

Responsibility: Students will learn self-discipline, use self-control,and do their best job while working within their group and with the final project. Caring: Students will help other students succeed within their group work. Citzenship: Studnets will do their share to make their group project the best, cooperating with others in group, following the rubric and rules and respecting other students and teachers involved with project. 

Knowledge-Students should be able to recall or recongnize information and principles in the area of the injury and rehabilitation type. Comprehension-Students will understand and summarize the findings of the research and types of rehab drills used. Application-Students will apply the findings of their research to compile a reference pamphlet for publication. Analysis-Students will be able to break down the different type of rehabilitation drills by body part tested. Showing the relationship between the drill and the joint or injury being tested for return to activity. Synthesis-Students will be able to bring together the web-research and interviews to produce a pamphlet to help with the rehabilitation of an injury, common questions and worries of the parents and injured athlete and the to return to full activity for an injured athlete. Evaluation-Students will be able to make a informed decision based on the above levels to form and defend their opinion on which concepts should or should not be included with the pamphlet.

Learning Centers-Areas within the classroom will be set up to complete the different sections of the project. Flexible Grouping-Groups allowed to move at own pace within the deadline timeframe. Groups members will have different levels and skills equally important to project. Personal Agendas-Students given assignment list within their group.

Microsoft Word, Microsoft Publisher, Microsoft PhotoStory, World-wide Web, Movie Maker, Power-point, Digital Camera, LCD Projector, Smartboard, Gateway notebook

Teacher, Textbooks, Professional Journals, Reference Books