Mississippi Science HAP.1
Standard Cluster
Students will demonstrate an understanding of how anatomical structures and physiological functions are organized and described using anatomical positions. Apply appropriate anatomical terminology when explaining the orientation of regions, directions, and body planes or sections. Locate organs and their applicable body cavities and systems. Investigate the interdependence of the various body systems to each other and to the body as a whole.
2026 Mississippi College- and Career-Readiness Standards for Science · Physiological Functions/Anatomical Structure
Cluster contents
Standards in This Cluster
HAP.1 is a cluster heading. These are the individual standards under it.
- HAP.1.1
Apply appropriate anatomical terminology when explaining the orientation of regions, directions, and body planes or sections.
- HAP.1.2
Locate organs and their applicable body cavities and systems.
- HAP.1.3
Investigate the interdependence of the various body systems to each other and to the body as a whole.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Use anatomical position to describe body regions, directions, and planes. Locate organs in body cavities and systems, then explain how systems work together.
What Mastery Looks Like
- Students place the heart and lungs in the thoracic cavity and the stomach in the abdominal cavity, and name each organ's system. They identify a transverse cut and describe the heart as medial to the lungs. They explain how breathing and blood flow bring oxygen to muscles.
Common Misconceptions
- Students may use their own left and right instead of the pictured person's, or confuse a sagittal cut with a transverse cut. They may put the stomach in the thoracic cavity or assume body systems work alone.
How to Assess It
- Hand out a torso diagram showing the heart, lungs, and stomach, with a horizontal cut line. Ask students to name the plane, identify the stomach's cavity and system, describe the heart relative to the lungs, and explain how the heart and lungs supply oxygen to muscles.
Lesson moves
Ways to Teach It
On a paper torso outline, place heart, lung, and stomach cards in their cavities, then fold it vertically to show a sagittal plane.
Ask students to write how the lungs and heart work together to get oxygen to a running leg muscle.
Play organ match: pair heart, lungs, stomach, and small intestine cards with cavity and system cards, then check against a labeled diagram.
Show a printed chest CT slice; students identify its plane and describe the heart's position relative to the lungs.
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Printable HAP.1 Worksheet
A ready-to-print activity worksheet aligned to HAP.1, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- FB.3
Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.
- L.4.1
Students will demonstrate an understanding of the organization, functions, and interconnections of the major human body systems.
- HAP.2
Students will demonstrate an understanding of the relationship of cells and tissues that form complex structures of the body.
- BIO.1A
Students will demonstrate an understanding of the characteristics of life and biological organization.
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