Instructional Unit

Instructional Context
Level: 8th Grade
Course: Science
Unit Name: Organ Systems
Time Frame: 6 days

Essential Learning Objectives

Understand the basic functions of each organ system (digestive, respiratory, skeletal,
cardiovascular, nervous).
Comprehend what organs are in each system and how they interact with one another.
School has a one-to-one student-to-iPad ratio

Standards Addressed
Wisconsin State Science Standard (http://dpi.wi.gov/science/standards/f/8)
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole
organisms.
Wisconsin State Literacy Standard
CCSS.ELA-Literacy.RST.6-8.1: Cite specific textual evidence to support analysis of science and
technical texts.
Common Core Tech Standard
Demonstrate use of intermediate features in word processing application (e.g. tabs, indents,
headers, and footers, endnotes, bullet and numbering, tables).
ISTE Standards (http://www.iste.org/standards/iste-standards)
1. Creativity and Innovation
2. Communication and Collaboration
Instructional Activities and Samples
1. Intro: Interactive Organ Systems Presentation
Discuss new unit and ask students what they know
Have them go through interactive presentation and take notes
https://docs.google.com/a/uwosh.edu/presentation/d/1V4NGLuZ81EpSBn6W3g4jvJJKYCiDVwc
r0KOvasC_X1M/edit?usp=sharing
Students will share with a partner what they found

2. Article Annotations
Discuss what students learned from Mondays introduction to the organ systems.
Students will take an independent look at the following three selected articles on their iPads.
Additionally, to help prepare for Wednesdays grouped jigsaw day, students will annotate the
following three articles.
1. http://biology.about.com/od/organsystems/a/aa031706a.htm
2. http://www.factmonster.com/ipka/A0774536.html
3. http://www.healthtestingcenters.com/humananatomy-majororgansystems.aspx
Before students do their independent work with the articles, a portion of a video will be shown to
help guide them in creating these annotations correctly. https://www.youtube.com/watch?
v=jV5nSXdMB60

3. Design a Flipsnack Magazine

research an organ system with your assigned group and create a flipsnack.
Go to www.flipsnack.com and create a free account.
www.flipsnack.com/9A6EF8CA9F7/the-brain.html
<iframe src="http://files.flipsnack.com/iframe/embed.html?
hash=fdp54nmno&wmode=window&bgcolor=EEEEEE&t=1461792417" width="640"
height="385" seamless="seamless" scrolling="no" frameborder="0"
allowtransparency="true"></iframe>

4. Create a QR Code
share with people from other groups using QR code
Go to goo.gl https://goo.gl/
Paste the link of your flipsnack into the box that says Paste your long URL here:
Once pasted, click the blue box that says Shorten URL
This will make both a shortened URL and a QR code. To copy the shortened URL use CTRL
-C
To get the QR code click on the details link in blue (this is directly under the shortened URL
Once on this page you can click on the QR code in the upper right
This will bring you to a page with only the QR code. You can right click to copy and paste the
QR code to a word document.

5. Interactive frog dissection http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html

Students will be watching the video and taking notes on how to perform a frog dissection.
View the introductory video and explore the internal anatomy of a frog.
The students can view the video as many times as needed to master the content.
Students will be given a concept map to trace the organ systems in the frog and to aid learning.
This is the one I put into my unit in case anyone else wants to use it!
6. Lab report for dissection
As one of the summative assessments, students will fill out a lab report for the virtual frog
dissection using their ipads or computers.
The lab report outline will be shared with them on Google Drive
(https://docs.google.com/a/uwosh.edu/document/d/1dDkMRIEjEssr0KGHbGnNsDy0ouIkwfugdz
KKfeqfWco/edit?usp=sharing).
Students will be required to make a copy and fill it out with their lab partners.
They will have to make use of bullets/numbering to list the steps of the lab, change the headings
to their names, and be able to add charts and images as appropriate to illustrate their findings.
The report will require them to first explain what they learned from the previous activities.
They will then reflect on and analyze what they observed and learned from the dissection
activity.

Lastly, students will have to share the new Google Doc with the teacher.
Sample: https://docs.google.com/a/uwosh.edu/document/d/1yGOyvk_5BC2VxtzDB9DkngjCkpDIfTbmyHN93vfOTk/edit?usp=sharing
Sources: http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml ,
http://www.donnayoung.org/apologia/labhow-cr.htm
7. Kahoot it!
Students will use their iPads or personal mobile devices to participate in a Kahoot as another
form of summative assessment.
Visit https://kahoot.it/#/
Enter game pin projected on screen
Enter in a username (use your first name)
Answer the multiple choice questions (you are evaluated on being correct and speed)
https://create.kahoot.it/?_ga=1.171191401.896505394.1461791237&deviceId=681667a3-d5644ac7-bba0-ef5eb9965740#user/1313b779-16b2-463f-ba3b-17b15619eba4/kahoots/created