Cells, Tissues, Skin & Body Membranes
Anatomy
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Chapter 3: Cells and Tissues
Chapter 3 is the transition chapter between microscopic and macroscopic anatomical study. Students are asked to examine the microscopic structure of individual cells, and subsequently combine them to form body tissues that perform specialized functions.
First, the discussion of the four elements that are found in all cells continues from Chapter 2. The cell theory, which emphasizes the cell as the fundamental building block of life, is then introduced to the students. The discussion moves to the anatomy of a generalized cell, which contains all of the features commonly found in mature human cells. The rationale of starting with a generalized cell is to allow students to gain a clear understanding of the three major regions of the cell and the organelles and structural components within them. The generalized cell combines features of different types of body cells.
The final section of this chapter presents body tissues and their functions. Epithelial, connective, muscle, and nervous tissues are differentiated, followed by an overview of the developmental aspects of cells and tissues.
Chapter 4: Skin and Body Membranes
Chapter 4 builds upon the cell and tissue information presented in Chapter 3, with a fo-cus on skin and body membranes. Students now have an understanding of the similari-ties and differences between cells, and also have a working knowledge of the various types of tissues in the body. Continuing with the theme of increasing complexity of lev-els of organization, the next step is the combination of two or more tissue types to form an organ with specific functions, an example of which are membranes. The four types of membranes (cutaneous, mucous, serous, and synovial) are presented.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
Chapter 3
3-1 Name and describe the four concepts of the cell theory.
3-2 List four elements that make up the bulk of living matter.
3-3 Define generalized cell.
3-4 Identify on a cell model or diagram the three major cell regions (nucleus, cytoplasm, and plasma
membrane).
3-5 List the structures of the nucleus, and explain the function of chromatin and nucleoli.
3-6 Describe the chemical composition of the plasma membrane, and relate it to membrane
functions.
3-7 Compare the structure and function of tight junctions, desmosomes, and gap junc-tions.
3-8 Identify the organelles on a cell model or describe them, and indicate the major function of each.
3-9 Apply the principle of complementarity to different cell types by comparing over-all shapes,
internal structures, and special functions.
3-10 Define selective permeability, diffusion (including simple and facilitated diffusion and osmosis),
active transport, passive transport, solute pumping, exocytosis, endocytosis, phagocytosis,
pinocytosis, hypertonic, hypotonic, and isotonic.
3-11 Describe plasma membrane structure, and explain how the various transport processes account
for the directional movements of specific substances across the plasma membrane.
3-12 Briefly describe the process of DNA replication and of mitosis. Explain the importance of mitotic
cell division.
3-13 Describe the roles of DNA and of the three major varieties of RNA in protein synthesis.
3-14 Name the four major tissue types and their chief subcategories. Explain how the four major
tissue types differ structurally and functionally.
3-15 Give the chief locations of the various tissue types in the body.
3-16 Describe the process of tissue repair (wound healing).
Chapter 4
4-1 List the general functions of each membrane type—cutaneous, mucous, serous, and synovial
and give its location in the body.
4-2 Compare the structure (tissue makeup) of the major membrane types.
4-3 List several important functions of the integumentary system, and explain how these functions are accomplished.
4-4 When provided with a model or diagram of the skin, recognize and name the following skin
structures: epidermis, dermis (papillary and reticular layers), hair and hair follicle, sebaceous
gland, and sweat gland.
4-5 Name the layers of the epidermis, and describe the characteristics of each.
4-6 Name the factors that determine skin color, and describe the function of melanin.
4-7 Describe the distribution and function of the epidermal appendages sebaceous glands, sweat
glands, hair, and nails.
4-8 Differentiate among first-, second-, third-, and fourth-degree burns.
4-9 Explain the importance of the “rule of nines”.
4-10 Summarize the characteristics of basal cell carcinoma, squamous cell carcinoma, and malignant
melanoma.
4-11 List several examples of integumentary system aging.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
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