Master All Lesson Plans

Lesson Title: Introduction to Organs & Organ Systems
Subject: Biology (SBI3C) Unit: Anatomy of Mammals
Developed by: Olivia Kireta Development date: February 1, 2021
Learning Goals I Can:

● Understand the connection between cells, tissues, organs and
organ systems
● List the organ systems and their functions
● Understand how structure and function are related
Prior Knowledge Students will have general knowledge of the human body and
Required: its organs/ organ systems. Students learned about the animal
cell in depth in the previous unit and should have a good
understanding of the role of cells and cellular processes in the
human body.
Assessment Tasks: Formative: Assessment Anecdotal notes and

Participation in class Tools/Instruments: observations
discussions and throughout class
Kahoot game
Teaching/ Learning Planning Notes:

Strategies and ● Be prepared with extra devices for students to access kahoot
Notes game
○ Can have students partner up if necessary
Time: 75 minutes
Materials:
● Powerpoint presentation
● Projector and screen
● Devices for students to participate in kahoot game (many will
use their phones but some may not have access to)
● Textbook
Step by Step 1. [15 minutes] The students will watch the Organ Systems
Instructions Video. Following the video, the teacher will lead a discussion
about the organ systems shown in the video and ask students
to share what they did not know before or what they found
interesting. The teacher will also discuss the organization of
the human body, from cells to tissues to organs to organ
systems
2. [40 minutes] The teacher will use a PowerPoint presentation
to introduce students to the unit topic; anatomy of mammals.
The class will discuss the organ systems, their major function
and major organs involved. The students will take notes and
participate in discussion questions.
3. [20 minutes] The students will participate in an Organ
Systems Kahoot Game to review what was discussed
throughout the lesson
Homework: Read the unit 3 introduction in the textbook, and begin

looking forward to get an understanding of what is to come.
Modifications/ ● The complete presentation with all fill in the blanks entered will
Adaptations be posted on the class website for students who have difficulty
completing this in class
● Closed captioning will be used on all videos shown in class
Resources: Texts: Internet: Other:
Nelson Biology Human Organ Unit 3 Intro

Textbook Systems Video PowerPoint
Organ Systems
Kahoot Game
Reflection Were students engaged?
Did the class activities and assigned homework reflect students’

understanding of the lesson?
What would I change?
What worked well?
What didn’t work for this lesson plan?

Lesson Title: Digestive System Part I
Developed by: Olivia Kireta Development date: January 26, 2021
Overall E2. Investigate, through laboratory inquiry or computer simulation, the

Expectations: anatomy, physiology and response mechanisms of mammals
E3. Demonstrate an understanding of the structure, function and

interactions of the circulatory, digestive and respiratory systems of
mammals
Specific Related Achievement Chart Categories

Expectations
(Learning Goals) Understanding Developing Relating Science
Basic Concepts Investigation And and Technology to
Students will Communication Society and the
Skills Environment
E3.3 Describe the
anatomy and E2.1 Use appropriate
physiology of the terminology related to
digestive system and animal anatomy
mechanisms of gas
exchange and
respiration
Prior Knowledge Students have an understanding of cells, tissues, and organs, and
Required: how they work together to create organ systems with specific
functions. Students have a general understanding of the role of the
digestive system and the main organs that it includes.

Participation in class Tools/Instruments: observations
discussions and throughout class, as
completion of exit well as exit ticket
ticket responses
Strategies and ● Give students enough time to copy fill in the blanks
Notes ● Be flexible - lesson can be finished the next day if students
need more time with labelling
Time: 75 minutes
Materials:
● Digestive system diagram worksheet
● Textbook
Step by Step 1. [10 minutes] The teacher will show the Digestive System Video,
Instructions and facilitate a class discussion to gauge prior knowledge and
understanding.
2. [20 minutes] Students will receive a Digestive System
Diagram system. The teacher will guide them through the
labelling of the diagram, briefly touching on the role of each
organ and asking questions to gauge student understanding.
3. [40 minutes] The teacher will use a powerpoint presentation
to teach students about the role of the digestive system and
the overall process of digestion with a focus on the mouth,
esophagus and stomach. Students will have received a copy
of the presentation without the bolded words. They will be
expected to fill these terms in during the presentation, as well
as any additional information given by the teacher.
4. [5 minutes] The students will complete an exit ticket, in which
they will record 3 organs in the digestive system and their
functions, 2 things they found interesting from the lesson and
1 question they still have.
Modifications/ ● The amount of fill in the blanks can be modified for individual
Adaptations students who have difficulty annotating
● The complete presentation with all fill in the blanks entered will
be posted on the class website for students who have difficulty
Nelson Biology Youtube: Digestive Digestive System

Textbook System Video Diagram

What worked well?

Lesson Title: Digestive System Part II
Developed by: Olivia Kireta Development date: January 26, 2021


mammals

Expectations
Skills Environment
E3.3 Describe the
digestive system and animal anatomy
mechanisms of gas
exchange and
respiration
Prior Knowledge Students have already learned about the major organs in the
Required: digestive system and where they are located. They have discussed
the two types of digestion, as well as the digestion process in the
mouth, esophagus, stomach and small intestine.
Assessment Tasks: Formative: How Assessment Anecdotal notes and

students work Tools/Instruments: observations
together and present throughout class
their research on a
digestive disorder
Strategies and ● Book chromebooks (or other devices available in the school)
Notes for students who do not have access to the internet
● If chromebooks aren't available, make sure at least 1 person
in each group has access to the internet
● If quizlet live does not work, go through the quizlet flashcards
as a class
○ Students can take turns answering or it can be turned
into an “around the world” game
Time: 75 minutes
Materials:
● Laptop with connection to internet (to access quizlet)
● Tech devices for students without access to cellphones
● Textbook
Step by Step
Instructions 1. [10 minutes] The students will participate in a quizlet live
game using the Quizlet set created by the teacher. During the
game the students will be randomly put into groups and will
work together to match terms discussed in the previous lesson
with the correct definition. Following the game the teacher will
lead a quick discussion to review the major organs of the
digestive system and introduce the topic of the days lesson
to continue teaching students about the digestive system,
moving on to the accessory organs, large intestine and
removal of waste. Students will have received a copy of the
presentation without the bolded words. They will be expected
to fill these terms in during the presentation, as well as any
additional information given by the teacher.
3. [20 minutes] The students will work in groups of 3 to
investigate a common disorder of the digestive system, which
will be assigned to them by the teacher. The disorders the
students will research include eating disorders, celiac disease,
chrohn’s disease, ulcers, esophagitis, gastroesophageal reflux
disorder, and gallstones. The students will be reminded to
keep notes on the disorder, as they may be asked to describe
it on the unit test.
4. [20 minutes] Each group will take turns sharing their findings
with the class. The teacher will facilitate the class discussion
by adding any important information and keeping the students
engaged.
Homework: Students will be asked to complete questions from the

digestive system review in the textbook
Nelson Biology Quizlet set Device(s) with access

Textbook to the internet

What worked well?

Lesson Title: The Circulatory System Part I


mammals

Expectations
Skills Environment
E3.1 Describe the
circulatory system, animal anatomy
the mechanisms of
blood pressure and
the function of the
spleen
circulatory system and the main organs that it includes.

Completion of Tools/Instruments: observations
homework, throughout class
participation in
mentimeter and class
discussion
Strategies and ● Ensure students will have devices available to participate in
Notes mentimeter activity
○ Students can share devices if necessary
● Have pdf of mentimeter available in case internet connection
does not work
○ Students can answer questions by raising their hand or
voting on multiple choice questions
Time: 75 minutes
Materials:
● Laptop with connection to internet (to access mentimeter)
● Textbook
Step by Step 1. [10 minutes] The teacher will take up the homework from the
Instructions night before, and answer any outstanding questions about the
digestive system
2. [10 minutes] The students will participate in a mentimeter
activity, which will introduce them to the circulatory system,
and will allow the teacher to gauge the students’ prior
knowledge. A discussion will follow the mentimeter to touch on
any questions the mentimeter may have raised.
to teach students about the role of the circulatory system, the
components of blood, blood vessels and the circulatory
pathways. Students will have received a copy of the
presentation without the bolded words. They will be expected
to fill these terms in during the presentation, as well as any
additional information given by the teacher.
4. [10 minutes] The students will receive a handout that
includes a diagram of the pulmonary circuit and systemic
circuit. The teacher will describe the circuits, including where
blood is flowing to, and whether it is oxygenated or
deoxygenated. The teacher will guide the students through
labelling and writing in any important information on the
diagram.
5. [10 minutes] The students will use their devices to explore
the circulatory system gizmo, which will help them to visualize
the flow of oxygenated and deoxygenated blood through the 2
circuits, as well as introduce them to blood flow within the
heart.
Nelson Biology Circulatory system

Textbook gizmo

What worked well?
Lesson Title: The Circulatory System Part II



mammals

Expectations
Skills Environment
E3.1 Describe the
circulatory system, animal anatomy
the mechanisms of
blood pressure and
the function of the
spleen
Prior Knowledge The students will have learned about the function of the circulatory
Required: system, the components of blood, blood vessels and both the
pulmonary and systemic circuits. They will have a general idea of the
function of the heart and how it pumps blood through the body.
Assessment Tasks: Summative: Digestive Assessment Quiz will be marked

System Quiz Tools/Instruments: using answer key

Strategies and ● Make sure there is enough time for students to finish quiz -
Notes ECG simulator can be saved for the following day to save time
if necessary
Time: 75 minutes
Materials:
● Laptop with connection to internet (to access ECG simulation)
● Digestive system quiz
● Textbook
Step by Step 1. [5 minutes] The students will watch a video, 11 Fascinating
Instructions Facts About The Human Heart , to get them engaged for the
upcoming lesson. Following the video the teacher will facilitate
a discussion, asking students to share what they found more
interesting about the video. The teacher will also answer any
questions the students have about the circulatory system thus
far.
to teach students about the heart. The students will receive a
diagram of the heart, which they will discuss and label
sometime during the lesson. The presentation will continue to
discuss the spleen and electrocardiography. Students will
have received a copy of the presentation without the bolded
words. They will be expected to fill these terms in during the
presentation, as well as any additional information given by
the teacher.
3. [10 minutes] The teacher will use the ECG simulator to show
students some of the varying cardiac rhythms, including sinus
rhythm, sinus bradycardia, sinus tachycardia and VTach and
VFib.
4. [20 minutes] Students will complete theDigestive System
Quiz , which is a summative assessment.
Homework:
● Students will be asked to complete questions from the
circulatory system review in the textbook
Nelson Biology Video: 11 Fascinating

Textbook Facts About The
Human Heart
ECG simulator

What worked well?

Lesson Title: Investigating Heart Measurements
Subject: Case Study Unit: Anatomy of Mammals
Developed by: Olivia Kireta Development date: March 2, 2021
Overall E1. Analyse the social or economic impact of a technology used to

Expectations: treat systems in the human body, and the impact of lifestyle choices
on human health
E2. Investigate, through laboratory inquiry or computer simulations,
the anatomy, physiology and response mechanisms of mammals
mammals

Expectations
Skills Environment
E3.1 Describe the
anatomy and E2.1 Use appropriate E1.1 Analyse the
physiology of the terminology related to social or economic
circulatory system, animal anatomy impact of a medical
the mechanisms of device or technology
blood pressure and related to the
the function of the treatment of the
spleen human circulatory,
respiratory or
digestive system
E1.2 Analyse the

impact of various
lifestyle choices on
human health and
body systems
Prior Knowledge The students have learned about the role of the circulatory system
Required: and the organs involved. They have also learned about the heart,
electrocardiography, and have a basic understanding of how their
lifestyle choices affect their health.
Assessment Tasks: Summative: Assessment Submission of

Activity stations and Tools/Instruments: completed discussion
discussion questions questions
Strategies and ● Can set up 2 of each station so students have more space
Notes and do not need to share materials
● Have access to averages for the various data points that can
be used for students who do not feel comfortable sharing
personal information
Time: 75 minutes
Materials:
● Materials from "Heart Basics" activity
○ PowerPoint presentation
○ Set of station cards (stations A-H)
○ Nomogram for estimating body surface area
○ Computer and projector
○ Automatic blood pressure cuff
○ Finger pulse oximeter
○ Digital thermometer
○ Tape measure
○ Body weight scale
○ 2 stop watches (for stations C and D)
○ Personal data sheet for each student
Step by Step 1. [10 minutes] The teacher will use the Heart Basics
Instructions PowerPoint presentation to review electrocardiograms and the
heart's electrical system, and introduce the topic of blood
pressure. The teacher will explain the activity for the day, and
clearly outline what is expected at each station.
2. [35-45 minutes] The students will work in pairs to visit each
station and follow the instructions outlined on the station
cards. They will record all of their data on the personal data
sheet. During this time the teacher will be circulating to ensure
students are behaving appropriately, and understand what is
to be done at each station. The teacher can also pose
thought-provoking guiding questions to guide students critical
thinking.
3. [20-30 minutes] The students will work on the discussion
questions, which are expected to be completed by the end of
class. This will act as a formative assessment tool and will
help the teacher to gauge the effectiveness of the activity, as
well as student understanding.
Modifications/ ● Students who need voice-to-text software to respond to

Adaptations discussion questions will have access to a laptop or
chromebook
● If students need extra time at certain stations, the number of
stations can be modified to ensure students have enough time
to complete the discussion questions
● If students are having trouble determining their personal data,
or do not feel comfortable recording their personal data,
averages for their age can be found online and used instead

"Heart Basics"
activity
retrieved from
https://www.bioedonli
ne.org/

What worked well?

Lesson Title: The Respiratory System


mammals

Expectations
Skills Environment
E3.2 Describe the
respiratory system animal anatomy
and mechanisms of
gas exchange and
respiration
respiratory system and the major organ involved.
Assessment Tasks: Formative: Class Assessment Anecdotal notes and

discussion and Tools/Instruments: observations
kahoot game throughout class

Strategies and ● Ensure students will have devices available to participate in
Notes kahoot game
○ Students can share devices if necessary
● Have kahoot questions printed out in case internet connection
does not work
○ Students can answer questions by raising their hand or
voting on multiple choice questions
Time: 75 minutes
Materials:
● Laptop with connection to internet (to access kahoot)
● Textbook
Step by Step 1. [10 minutes] The teacher will take up the homework from the
Instructions night before, and answer any outstanding questions about the
circulatory system
2. [10 minutes] The teacher will play the Box Breathing Exercise
video for the class. Students will follow the breathing
instructions that go along with the video. Throughout the video
the teacher will encourage students to think about what their
body, specifically the lungs, are doing during the inhale, hold
and exhale. The teacher will lead a discussion after the video
asking students if they found anything about the exercise
difficult and what it felt like during inhalation, exhalation and
holding, with a focus on the lungs.
to teach students about the upper and lower respiratory tracts,
the process of breathing and gas exchange. Students will
have received a copy of the presentation without the bolded
words. They will be expected to fill these terms in during the
presentation, as well as any additional information given by
the teacher.
4. [20 minutes] The students will participate in a Digestive,
Circulatory and Respiratory systems Kahoot game to test what
they have learned so far in the unit. The teacher will facilitate
the game, clarify any information that students are struggling
with it and asking questions throughout to gauge student
understanding
Nelson Biology Video: Box Breathing

Textbook Exercise
Digestive, Circulatory
and Respiratory
systems Kahoot

What worked well?

Lesson Title: Lung Capacity Lab

Expectations: treat systems in the human body, and the impact of lifestyle choices on
human health
E2. Investigate, through laboratory inquiry or computer simulations, the

anatomy, physiology and response mechanisms of mammals
E3 Demonstrate an understanding of the structure, function and

mammals

Expectations
(Learning Goals) Understanding Basic Developing Relating Science
Concepts Investigation And and Technology to
Skills Environment
E3.2 Describe the
anatomy and E2.1 Use appropriate E1.2 Analyse the
physiology of the terminology related to impact of various
respiratory system and animal anatomy lifestyle choices on
the mechanisms of human health and
gas exchange and body systems
respiration
Prior Knowledge Students have knowledge of the role of the respiratory system, major
Required: organs involved and the mechanisms of gas exchange. They may
have some understanding of variables that affect the function of the
respiratory system, such as age, weight and activity level.
Assessment Summative: Assessment Analysis questions

Tasks: Lab activity and Tools/Instruments: answer/marking key
analysis questions
Strategies and ● Discuss safety while reading through the lab procedure
Notes ● Circulate to pose guiding questions, but also to ensure safe lab
practices
● May need to borrow rulers or meter sticks from other
classrooms
Time: 75 minutes
Materials:
Each group of 3 will need:
● Balloons (one for each group member)
● Ruler or meter stick
● Copy of the diameter to volume conversion graph
● Technology to access the online vital capacity calculator
Step by Step 1. [15 minutes] The teacher will lead a class discussion on the
Instructions concept of tidal volume and vital capacity. The class will also
discuss possible factors that affect these measurements.
Following the discussion, the teacher will hand out the lab
instructions and analysis questions and clearly go through the
procedure. Any questions will be clarified before beginning the
lab.
2. [30-35 minutes] The students will be assigned groups, given
lab materials and assigned an area of the classroom to work.
Students will begin the lab procedure, ensuring to record all
data on the tables provided. The procedure will be repeated for
each group member. During this time the teacher will circulate
to ensure safe lab practices are being demonstrated. The
teacher will also pose critical thinking questions to challenge
the students.
3. [20-25 minutes] Following completion of the lab activity, the
students will return to their desks and work on the analysis
questions individually. These questions are expected to be
handed in by the end of class. The teacher will continue to
circulate to provide feedback and answer any questions the
students may have.
4. [5 minutes] To conclude the activity the students will submit
their analysis questions. The class will have a brief discussion
about their thoughts on the lab and what they learned about
vital capacity and tidal volume.
Modifications/ ● If medical reasons prevent students from participating, they can

Adaptations use the data from a group member to complete the discussion
questions
● If a student is absent they can collect data from a classmate to
complete the discussion questions
● Students needing to type results and answers to analysis
questions will have access to a chromebook or other device.
Lab Handout Vital Capacity

Calculator

What worked well?

Lesson Title: Interaction of Systems & Homeostasis
Subject: SBI3C Unit: Anatomy of Mammals
Overall E2. investigate, through laboratory inquiry or computer simulation, the

Expectations: anatomy, physiology, and response mechanisms of mammals
mammals

Expectations
Skills Environment
E3.4 Explain some of
the mechanisms of E2.1 Use appropriate
interaction between a terminology related to
mammal’s different animal anatomy
body systems
Prior Knowledge Students have a good understanding of the digestive, circulatory and
Required: respiratory systems. They have previously learned that the systems
work together to keep the human body functioning properly, and have
a general idea of how the body systems achieve this.
Assessment Tasks: Formative: Assessment Observation and

Participation in think- Tools/Instruments: anecdotal notes
pair-share and class
discussion

Strategies and ● Check to see who watched the EdPuzzle video
Notes ● Before lesson, check student responses to EdPuzzle
questions, and adjust lesson if there is something they did not
understand
Time: 75 minutes
Materials:
● Textbook
Step by Step 1. [5 minutes] Think-Pair-Share. The students will be given 1
Instructions minute to think of ways in which the organ systems interact.
They will then discuss their ideas with a partner before having
the opportunity to share their ideas with the rest of the class.
to teach students about interactions between the body
systems and homeostasis. Students will have received a copy
of the presentation without the bolded words. They will be
expected to fill these terms in during the presentation, as well
as any additional information given by the teacher.
3. [45 minutes] The students will participate in an inquiry based
activity that uses the 5E model
a. Engage: The students will complete the Homeostasis
EdPuzzle Video, which will introduce them to
homeostasis
b. Explore: The students will explore different examples
of negative feedback using their phones or a device
provided by the teacher
c. Explain: The students will have an opportunity to
share the examples they found with the class. At this
time, the teacher can add any missing information
about the example, or clarify anything that was
confusing to the students. The students will be
reminded that they are expected to keep their own
notes on this topic, and the teacher can review them if
the student wishes to ensure they include the
necessary information
d. Elaborate: The teacher will teach students about
positive feedback, and provide examples of this
mechanism
e. Evaluate: The students will complete an exit ticket
where they will record 3 mechanisms of negative
feedback that they learned, 2 examples of positive
feedback, and the difference between negative and
positive feedback mechanisms
Homework: Begin working on the unit review in the textbook
Modifications/ Students can be given more guidance from the teacher, and notes
Adaptations can be made available following class for any students who had
trouble taking their own notes, or who were absent.
Video: Oxygen's
Journey Through The
Body

What worked well?

Lesson Title: Inquiry Investigation Activity
Overall E2. investigate, through laboratory inquiry or computer simulation, the

Expectations: anatomy, physiology, and response mechanisms of mammals

Expectations
Skills Environment
E2.3 plan and

conduct an inquiry to
determine the effects
of specific variables
on the human body
(e.g., the effects of
exercise and rest on
heart rates)
Prior Knowledge The students will have previously learned about the major parts of a
Required: lab report. They will be familiar with writing lab reports and practicing
safe lab procedures. The students will also have previously learned
about cellular respiration, as well as the respiratory system and will
apply their knowledge of body systems during this lab.
Assessment Tasks: Summative: Assessment Lab report handout

Submission of lab Tools/Instruments: and discussion
handout including questions
questions

Strategies and ● End of lesson may need to be adjusted if students need more
Notes time completing their investigation
● Be prepared to give some students more guidance than others
● Go over all materials and safety with the students before
starting
Time: 75 minutes
Materials:
● Lab handout
● Chair
● Temperature
● Stopwatch
● Weights
● Coat
● Blanket
Step by Step
Instructions This inquiry-based activity will follow the 5E model.
1. [10 minutes] Engage: The teacher will explain the objective of

the lesson, which is to work in groups of 3 create an
experiment using the materials provided. The teacher will
engage with each group and pose questions to guide their
thinking. The students will work within their groups and
discuss what question they would like their investigation to
answer, as well as what activities and materials they may use
in their investigation.
2. [50 minutes] Explore: Plan and conduct an inquiry activity –
The teacher will observe the groups to ensure safety is being
kept in mind. The teacher will also pose guiding questions
throughout the investigation, such as “Are you noticing any
patterns?” and “Why did you choose these materials and
these activities?”. The students will complete the lab template
by developing a hypothesis, materials list, and method. Then
the students will follow their method to conduct the
investigation, recording their observations in the results table.
They will listen to the teachers questions and think deeply
about the choices they made when building their inquiry
activity.
3. [10 minutes] Explain: Discussion – The teacher will guide
small group and full class discussions by asking questions like
“Did your results match your hypothesis?” and “What patterns
did you notice?”. The students will discuss within their groups
and record their answers.
4. [5 minutes] Elaborate Discussion and thinking activity – The
teacher will guide small group and full class discussions,
asking questions like “Why does heart rate differ for everyone,
even if we are completing the same activity?”. They will
complete an activity that requires them to think about other
variables that would be affected by exercise, such as blood
pressure and oxygen levels, as well as think about how they
would investigate them.
5. [Homework] Evaluate: The students will complete a
reflection, recording what went well during their investigation
and what they can improve for future inquiry activities.
Homework: Continue working on the unit review in the textbook.

Modifications/ The inquiry activity can be modified by the teacher at any time. The
Adaptations teacher can provide more information to groups who need more
guidance, and less information to those students who are comfortable
investigating new topics.

What worked well?

Lesson Title: Unit Review

Expectations: treat systems in the human body, and the impact of lifestyle choices
on human health
E2. Investigate, through laboratory inquiry or computer simulation, the

anatomy, physiology and response mechanisms of mammals

mammals
Prior Knowledge Students have learned about the organ systems, their functions and
Required: major organs involved. They have taken a deeper look at the
digestive system, circulatory system and respiratory system including
function, organs, structures, diseases etc. Students also have an
understanding of the interaction between body systems that keeps
the body in a steady state

Participation in Tools/Instruments: observations
discussion and
review work

Strategies and ● Let students continue working on textbook review if they do
Notes not want to participate in supplemental review games
● May need devices, or to have students partner up, to
participate in online games
Time: 75 minutes
Materials:
● Laptop to access online review games
● Textbook
Step by Step
Instructions 1. [20 minutes] The students will have an opportunity to ask any
questions they have about the unit, in preparation for the unit
test. These can be questions from the unit review, or any of
the previous lessons and homework assignments. The
teacher will provide an outline of the test, and reiterate any
important information.
2. [25 minutes] The teacher will facilitate a Kahoot Review
Game to help students prepare for the test. Following each
question, the teacher will take the time to discuss any
questions that arise.
3. [30 minutes] The teacher will provide students an opportunity
to participate in the quizlet live and kahoot games that were
used in previous lessons to help prepare for the test. Students
will also have the option to continue working on unit review
questions from the textbook, while the teacher circulates to
answer any questions.
Modifications/ If students need more time at the beginning of class to ask questions
Adaptations or go over difficult concepts, the rest of the lesson can be adjusted
accordingly. If necessary, the teacher can ask students questions and
have them move to different areas of the room (to represent answer
options) if internet access restricts the use of online review games.
Kahoot Review
Game

What worked well?

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Lesson Title: Introduction to Organs & Organ Systems

Subject: Biology (SBI3C) Unit: Anatomy of Mammals

Developed by: Olivia Kireta Development date: February 1, 2021

Learning Goals I Can:

Assessment Tasks: Formative: Assessment Anecdotal notes and

Teaching/ Learning Planning Notes:

Homework: Read the unit 3 introduction in the textbook, and begin

Resources: Texts: Internet: Other:

Nelson Biology Human Organ Unit 3 Intro

Reflection Were students engaged?

Did the class activities and assigned homework reflect students’

What would I change?

What worked well?

What didn’t work for this lesson plan?

Developed by: Olivia Kireta Development date: January 26, 2021

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

E3. Demonstrate an understanding of the structure, function and

Specific Related Achievement Chart Categories

Assessment Tasks: Formative: Assessment Anecdotal notes and

Resources: Texts: Internet: Other:

Nelson Biology Youtube: Digestive Digestive System

Reflection Were students engaged?

What would I change?

What worked well?

What didn’t work for this lesson plan?

Developed by: Olivia Kireta Development date: January 26, 2021

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

E3. Demonstrate an understanding of the structure, function and

Specific Related Achievement Chart Categories

Assessment Tasks: Formative: How Assessment Anecdotal notes and

Homework: Students will be asked to complete questions from the

Resources: Texts: Internet: Other:

Nelson Biology Quizlet set Device(s) with access

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Did the class activities and assigned homework reflect students’

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Developed by: Olivia Kireta Development date: February 6, 2021

Overall E2. Investigate, through laboratory inquiry or computer simulation, the

E3. Demonstrate an understanding of the structure, function and

Specific Related Achievement Chart Categories

Assessment Tasks: Formative: Assessment Anecdotal notes and

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Nelson Biology Circulatory system

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Lesson Title: The Circulatory System Part II

Developed by: Olivia Kireta Development date: February 6, 2021

E3. Demonstrate an understanding of the structure, function and

Specific Related Achievement Chart Categories

Assessment Tasks: Summative: Digestive Assessment Quiz will be marked

Teaching/ Learning Planning Notes:

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Nelson Biology Video: 11 Fascinating

Reflection Were students engaged?

Did the class activities and assigned homework reflect students’

What worked well?

What didn’t work for this lesson plan?