Topic: Human Body Systems (Ch. 2 of BC Science 8)
Concepts: Characteristics of systems, systems in the human body, nutrition, stages of digestion, eating disorders, structure of the heart and blood vessels, components of blood, structures of the respiratory system, dangers of smoking.
Goals: Students will gain a basic understanding of how systems in the human body work together to carry out life functions. Students will also be able to make informed decisions about their own health.
PLOs: Every lesson in this unit will address the following PLOs:
B1 demonstrate knowledge of the characteristics of living things
B3 explain the relationship between cells, tissues, organs, and organ systems
| Lesson | Topics | SWBATs | Student Activities | Materials | Assessment |
| 1 | Body systems | – describe the characteristics of systems- name the systems of the human body and describe their function- define organ system, tissue, and organ
– name and describe the major tissue types found in the human body |
Create an analogy with words or pictures for each body system. Exchange analogies with a partner and guess the system for each one. | Monitor during work time and after students have exchanged analogies. Mark analogies. | |
| 2 | Nutrition | – define nutrient, carbohydrates, proteins, fats, saturated fats, unsaturated fats, plaque, minerals, vitamins, and water- interpret a food pyramid- describe how the human body uses different types of nutrients | Canada’s Food Guide to Healthy Eating activity. Students make a grocery list from food guide and compare their own diets to recommended diet. Complete accompanying work sheet. | Canada’s Food Guide to Healthy Living. | Monitor during work time. Mark grocery lists and associated work sheet. |
| 3 | Digestion | – define digestion, digestive system, enzyme, mechanical digestion, bolus, chemical digestion, pharynx, epiglottis, esophagus, peristalsis, gastric juice, mucus, pepsin, chime, duodenum, bile, absorption, villi, feces, elimination, excretory system, excretion, anorexia nervosa, and bulimia nervosa- name and describe the four stages of digestion- describe risks and treatments of eating disorders | Model peristalsis by forming two parallel lines of students and moving a beach ball from one end to the other without using their hands or arms. Write a story from the perspective of a piece of food as it moves through the digestive system. | Beach ball. | Mark stories for demonstration of concepts. |
| 4 | Digestion | – explain how chemical digestion begins in the mouth- explain how food is made up of nutrients- use lab equipment safely and effectively | Lab 2-5 on pp. 78-79. Students test for presence of iodine and sugar in oatmeal. Students observe effect of diastase on oatmeal. | 4 test tubes, test tube rack, 100 mL graduated cylinder, 10 mL graduated cylinder, two 250 mL beakers, water, oatmeal, diastase solution, sugar, iodine solution, Benedict’s solution, hot plate, and test tube clamp. | Pre-lab quiz. Monitoring during experiment. Mark lab write up. |
| 5 | Circulatory system | – define heart, atrium, ventricle, valve, circulatory system, blood vessels, arteries, aorta, arteriole, capillary, venule, vein, superior vena cava, inferior vena cava, blood, plasma, red blood cell, white blood cell, and platelet- label a heart diagram- describe path blood takes through the body
– differentiate between different types of blood vessels – identify components of blood and their functions |
Demo dissection of a pig/sheep/cow heart. Students complete accompanying work sheet. | Pig/sheep/cow heart, scalpel or knife, dissecting tray. | Ask students questions during demo. Mark work sheet. |
| 6 | Respiratory system | – define respiratory system, lung, cilia, larynx, trachea, bronchi, bronchiole, alveoli, and gas exchange- label a respiratory system diagram- describe how oxygen is taken in and carbon dioxide is expelled
– describe the dangers of smoking |
Demo with the diaphragm model. Heart rate experiment where students compare heart rate at rest and after exercise. Lab write up for experiment. | Diaphragm model, stop watches. | Ask students questions during demo. Monitor during experiment. Mark lab write up. |
| 7 | Body system research | – describe the function, structure, and associated disease of a body system- find credible information on the internet | Research one body system in partners on the internet. | Computer lab. | Monitoring research progress. |
| 8 | Body system poster | – describe the function, structure, and associated disease of a body system | Create a poster using the information researched last class. Poster information includes a drawing, functions of the system, organs in the system, a disease associated with the system. | Poster board, colouring supplies, glue, construction paper, scissors. | Monitor during work time. Mark content of posters. |
| 9 | Presenting body system posters | – describe the function, structure, and associated disease of several body systems | Form groups with students that researched different body systems. Present poster and research findings to group members. | Monitor presentations. Have students write down what they learned from group members’ presentations. | |
| 10 | Frog dissection | – describe the structure and function of body systems common to humans and frogs- explain how different body systems work together- identify the locations of body structures within a frog | Dissect a frog and complete a lab write up. | Frog specimens, dissecting trays, scissors, forceps, pins, scalpels, gloves | Monitor during dissection. Ask students to identify structures in their specimen. Mark write up. |
| 11 | Review | Pictionary and taboo games to review vocabulary and structures. | Lists of vocabulary words. | Monitor during games. Ask students questions individually. | |
| 12 | Chapter 2 test |
I really like this Unit Plan. Do you have copies of all the lesson plans?