Human Systems Unit Plan

By Amanda Shoults, Jessica Garbutt and Alyssa Winkelaar

Lesson and Topic

Curriculum Key Concepts

Knowledg
e

STS

Introductory Lesson Preassessment - what do my

students already know about
the human body.

The Role of the Digestive

System
Lecture, videos, group
discussion, worksheet

Resources and Activities

Textbook Readings and

Relevant Qs

Foundational Concepts

Skills

-Provide students with photos of the

human body at different levels
(http://i.livescience.com/images/i/000
/049/875/original/human-body.jpg?
1343880028 ) ask them to identify
as many parts of the body as they
can
-Main question on the board - how
do our bodies allow us to live?
20-D1.1k
20.D1.4k

Assessment (FOR,OF, and AS)

*Students will identify as many

parts of the body systems and
parts that they can in partners
*Observe, ask questions and
encourage students to reflect on
what they know about the human
body

*What are the parts of our body that

allow us to live.

*Group discussion - why is the

digestive system important?
*Video summarizing the structure and
functions of the digestive system
(Crash Course Biology #28)
*Worksheet labelling and describing
each component of the digestive
system (using textbook or Digestive
System Gizmo https://www.explorelearning.com/index
.cfm?
method=cResource.dspDetail&Resour
ceID=1050)

*Group discussion observation &

Read Pages 217-224
conversation (pre-assessment and
anecdotal evidence)
*Worksheet (products of student
work)

*Structure and Function of the

Digestive System

*Group discussion about food eaten on

a daily basis.
Lecture on macromolecules (proteins,
carbohydrates, and fats) & discussion why are these important for human
nutrition?
*Students choose a food. Work

*Group discussion observation &

Read Pages 206-216,
conversation (pre-assessment and 224-231
anecdotal evidence)

*Macromolecules (carbohydrates,
proteins, fats)
*Chemical Digestion
*Human Nutrition

(2 classes)
The Role of Nutrition
20.D1.2k
Lecture, videos, group
20.D1.3k
discussion, lab, project, Quiz 20.D1.4k

20-D1.1sts

*Meal Plan Project - students

develop a healthy meal plan and
defend it according to their

collaboratively to inquire how that food knowledge of digestion and

would be digested in the body and
nutrition. Peer assessment on
what benefits that food would provide rough draft of Meal Plan Project.
for the body.
Lecture and discussion on chemical
digestion (video, think-pair-share,
discussion)
*Video summarizing the breakdown of
food via enzymes (Crash Course
Biology - You Are What You Eat)

(3 classes)
Macronutrients
20.D1.2k
*Protein/Starch Lab
20.D1.3k
(http://serendip.brynmawr.ed 20.D1.4k
u/exchange/waldron/starchpr
otein)

20-D1.1s
20.D1.2s

(1-2 classes)
Digestive System Quiz

All above
outcomes.

The Role of Respiration

Lecture, video, group
discussion, personal
reflections, lab activity

20-D1.1k
20-D1.4k
20-D1.5k

(3 classes)

20-D1.1s
20-D1.2s

-*review lab safety

*Lab handout (hypothesis,
*students develop hypothesis and
predictions, conclusion) - guided
predictions
lab report
*student's test for proteins and
starches in various food products
*teacher guides students to build a lab
report using their data.

*Macronutrients

Quiz on structure and function of the

digestive system, macronutrients and
micronutrients, how our body digests
our food, and the importance of human
nutrition on overall health.

*Assess how well the students have

grasped the digestive system.

*Think-pair-share about why we need

to breathe to stay alive.
*Video summarizing the respiratory
system (Respiratory System Classroom Video)
*Lecture with notetaking handout
*Video describing the mechanics of
breathing (What do the lungs do? TEDEd)
*Carbon Dioxide and the Rate of
Respiration Activity (page 253 of
textbook)

*Students complete quiz in class

*Go over the quiz as a class
once complete
*Revisit concepts students
struggled with
*Think-pair-share (preassessment) Read pages 244-254
*Lab activity hypothesis and
conclusion
*Exit Slip - did your perspective of
breathing change? (personal
reflection)

*Structure and function of the

respiratory system
*The process of respiration (4 stages)
*The mechanics of breathing

Respiratory Health
Lecture, group discussion,
videos & partner/group
project

20-D1.5k

20-D1.2sts

(1-2 class)
Pre-Assessment of
Circulatory System
Group discussion & mind
mapping

*Discussion - how do we keep the

respiratory system healthy? Why is it
important?
*Videos showing respiratory disease &
the harmful results of smoking on the
lungs

*Think-pair-share (pre-assessment) Read pages 256-261

*Group discussion
*Anti-Smoking Ad Project
(partner/group project) - peer
assessment of ideas for project.

*Respiratory health

*Discuss with a partner everything you

know about the circulatory system
*As a class, come up with a mind map
on the board
*In partners come up with questions
about what we want to find out about
the circulatory system

*Observation of group discussion

-Mind map as pre-assessment of
learning
*Give each students a photocopy
of the mind map and questions
after the class

*Pre-assessment of what we know

about the circulatory system.
I*Inquiry questions that we want to
discover.

(1 class)
Structure of Blood Vessels 20-D2.3k
Lecture & notetaking

*Lecture on the structure and function

of blood vessels. Student note taking

Read pages 312-318

*Structure of function of the blood

vessels

Read pages 310-327

*Structures and functions of the

different parts of the heart.
l*Learn to label, and know the
functions of various structures.

(1 class)
Structure of the Heart
Video, lecture & notetaking

20-D2.2k

*Video tour of the heart https://www.youtube.com/watch?

v=QXckE_DlFAM
* Lecture of the structures of the heart
* Label the part of the heart on a
diagram http://www.biologycorner.com/workshe
ets/heart_internal.html

*Students hand in labelled

diagram

*Review lab safety

*Students dissect hearts in the
laboratory
*students complete a dissectin of a
sheep heart -

* Record observations about

Read pages 310-327
student safety and participation in
the lab
*Students complete a worksheet
while completing the lab

(1 class)

Heart Dissection
Lab

20-D2.2k

20-D2.2s

*Dissect a heart and practice lab

safety and skills.
*Identify parts of the heart as the
dissection is being completed.

http://www2.mbusd.org/staff/pware/la
bs/SheepHeartDissection.pdf

* students complete a self

reflection about what the
learned/discovered in the lab

2 classes)
Action of the Heart
Inquiry project, group work
& lab

20-D2.2k

20-D2.2s

*Circulatory System Pathway students watch videos that

demonstrate the flow of blood
throughout the body
* Students each choose one video
that they think best represents the
pathway of blood throughout the
body
*Circulatory system pathway lecture
*In groups students will create a
large scale drawing of the flow of
blood throughout the body - and
create a narrative that goes along
with it
*Blood pressure lab

* Students choose a video that they Read pages 329-330

best believe represents the flow of
blood in the body and explain why
in an exit slip
* Drawings of the body will be
assessed for accuracy and
completion
*Students will complete a peer
evaluation of group work
*Students hand in blood pressure
lab report

*Students will learn the pathways that

blood flows throughout the body.
*Students will be able to represent
this visually and verbally through a
visual representation and narrative

*Lecture and student note taking

*Students choose a circulatory
system disease or malfunction, and
research effects on the digestive,
excretory, motor and respiratory
systems
*Look into Indigenous medicines and
natural remedies

*formative assessment, observing

student conversations
*Students research and create a
project in groups about their
circulatory system disease
*Students present their work to
others
*Self- and peer evaluation of the
project

*How the circulatory system affects

other systems of the body.
*Inquiry project on a disease of the
circulatory system.

(3-4 classes)
How the circulatory
system affect other
systems?
Lecture, notetaking,
research & group work

20-D2.5k

20-D2.1sts
20-D2.2sts

Read pages 330-339

(4 classes)
Heart Rate and Breathing
Rate Lab
Lab

20-D1.5k
20-D2.5k

20-D1.2s
20-D1.3s
20-D2.4s
20-D4.1s

*Students complete lab activity of

heart rate and breathing rate (shown
in lesson plan section)

*students hand in reflection

Read pages 289-298
questions and design their own
experiment about the circulatory
system at the end of the activity

*Students examine the effect of

physical activity on heart rate and
breathing rate and see how this
affects our lives.

20-D2.3s

*Students discuss what they know

about blood types - ask students if
they know their blood type
*Lecture and note taking on blood
types and compatibility
*Solve a murder activity based on
blood types
http://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web
&cd=2&ved=0ahUKEwj8t5P3uo7LAh
VU7mMKHd8UB4IQFggiMAE&url=ht
tp%3A%2F%2Fwsfcs.k12.nc.us
%2Fcms%2Flib
%2FNC01001395%2FCentricity
%2FDomain%2F7743%2FMurder
%2520Mystery%252020131.doc&usg=AFQjCNFinOuxKbBUfm
_OCaJwJueGZoOEVg

*KWL on blood types

*entrance slip - see if students
can find out their blood type for
the next class
*students will solve a fake
murder that occurred in the
classroom and write an
explanation using scientific
reasoning of why they think that
person did it
*Anecdotal evidence while
students are solving the murder

*Students learn about blood types,

compatibility and antigens. *Students
will use these principles to solve a
fake murder based on blood type.

(1 class)
Blood Types
20.D29k
Lecture, group discussion &
inquiry activity

Read pages 351-365

(3 classes)
Circulatory System Quiz

All above
outcomes.

Motor System
Inquiry project, lecture,

20-D4.1k
20-D4.2k

20-D4.2s

*Quiz on blood vessels, heart

structure, flow of blood, how circulatory
system plays a role in other systems

*Students complete quiz in class

*Go over the quiz as a class
once complete
*Revisit concepts students
struggled with

I*Inquiry questions/research: how do

our muscles help us live?

*Think pair share

*Class brainstorm/recording

*Assess how well the students have

grasped the circulatory system.

Read pages 298-309

*Muscle types
* Muscle function

group work & lab

*Students complete muscular system

webquest
http://www.crestwoodschools.org/userfi
les/845/Classes/3245/08%20Muscle
%20System%20Webquest.pdf
*Review webquests and lecture any
missing info - actin/myosin lecture and
video https://www.youtube.com/watch?
v=Ktv-CaOt6UQ
*Muscle type lab
*Create a muscle fiber model

*Webquest
http://www.crestwoodschools.org/
userfiles/845/Classes/3245/08%2
0Muscle%20System
%20Webquest.pdf
*Hand in muscle type lab identify different types *Quick quiz each student as they
go about the lab asking them to
identify a muscle type under the
microscope
*Assess fiber model

(1 class)
Physical Activity Inquiry
20-D4.1k
Experiment
20-D4.2k
Group work & inquiry project

20-D4.1sts 20-D4.1s
20-D4.3s

*Students will work in groups to

assess how physical activity, aided
by the motor system, affects the
other systems of our body
*Research project
design an experiment proposal to
test these theories

*Students research their topic formatively assessed through

observation, feedback provided
after experiment proposal
*Present proposal to the classself and peer evaluation

*Think-pair-share of the role of the

kidney
*Kidney transplant Tedtalk
https://www.ted.com/talks/anthony_a
tala_printing_a_human_kidney
* Video summarizing excretory
system (Crash course Biology #29)
https://www.youtube.com/watch?
v=WtrYotjYvtU
*Cubing activity for each of the three
sections of kidney anatomy
*Interactive kidney anatomy explorer

*Think, pair, share charts (preassessment)

*Anecdotal evidence of whole
group discussion
* Anecdotal evidence of small
group discussions

*The effect of physical activity on the

body.
*Knowledge of experimental
procedures and skills.

(3-4 classes)
Role of the kidneyLecture, video, small & large
group discussion

20-D3.1k
20-D3.2k

20-D3.3s

Read pages: 379-380;

382-383

*Anatomy of the kidney

*Anatomy of the nephron

(2 Classes)
Formation of Urine
Lecture, Inquiry lab

20-D3.3k
20-D3.4k

20-D3.3s
20-D3.4s

*Interactive drawing and lecture

activity- Urine formation (filtration,
reabsorption, secretion)
* Video on Antidiuretic hormone
https://www.youtube.com/watch?
v=S98EZosvRqg
*Interactive drawing and lecture
activity- Ion/water transport and waste
products
*Jigsaw activity of kidney disorders
(note taking chart provided to
students)
(Diabetes Mellitus, Diabetes Insipidus,
Kidney Stones, Nephritis)
*Lab exercise 12.2 (modified
questions)

20-D3.1sts 20-D3-1s
20-D3-2s

*Student designed lab to test kidney

function and hypertension as a result
of several factors (Water intake,
caffeine, stress, sedentary vs. active
lifestyle, sodium intake)
*Lecture/whole group discussion on
other (non-testable) environmental
factors (nicotine, alcohol, nutrient
excess/ deficiency).
Small/large group discussion on the
impact of the environmental factors
on urine composition and quantity.
*Lecture on kidney transplants and
dialysis
*Dialysis Video:

*Anecdotal evidence of whole

Read pages: 380-384;
group discussion
387-388; 394
*Anecdotal evidence of small group
discussions
*Jigsaw activity chart
*Response to lab questions (selfassessment)

*Review of previous
*Formation of urine
*Kidney ion transport and removal of
waste
*Kidney Disorders

(2 Classes)
Student Centered Inquiry
Lab
Lab, Group Discussion

*Student generated lab

(designed and tested)
*Peer feedback for lab design
* Anecdotal evidence of small
group discussions,
* Anecdotal evidence of large
group discussions
* Exit slip: What do you still need
to know about the kidney to
answer the question: Why are
90% of all organ transplants that
are required kidney transplants?

Pages 388-391

*Effect of environmental/ lifestyle

factors on kidneys
* How environmental/ lifestyle
factors influence urine composition
and quantity
* Medical treatments for kidney
failure

https://www.youtube.com/watch?
v=MyWcEfT6D44
*Class Discussion: Why are 90% of
all organ transplants that are
required kidney transplants?

(2 Classes)

Unit Test and Test Review

(2 classes)

All above
outcomes

-students complete the unit test

-after the tests are marked, students
will review the test in groups first, and
then as a class if there are further
questions - a key will be provided

Unit test will be worth 25%

unit test will be reviewed
individually and as a class