2/22/2014

Biology 20 Unit D:
Human Systems
Unit Plan
Alana Kozak
CATHOLIC CENTRAL HIGH SCHOOL
Table of Contents
Unit Summary ..........................................................................................................................................................................1
Focusing Questions ............................................................................................................................ 1
Key Terms and Concepts ............................................................................................................................... 1
Topic Outline ................................................................................................................................................. 2

Rationale .....................................................................................................................................................................................3
General and Specific Learner Outcomes .............................................................................................. 5
Unit overview schedule ............................................................................................................................... 8
Unit daily schedule ...................................................................................................................................... 9
Unit Assessment Plan ................................................................................................................................. 16
Materials and Equipment........................................................................................................................... 17
Resources .................................................................................................................................................... 18















Unit Summary
The human body is extremely complex. In this unit, students will identify the four basic
components of our bodies: carbohydrates, proteins, lipids, and nucleic acids. Everything in
our body is made of one of those four macromolecules. Students will have the opportunity
to examine the structure and function of major body systems including the digestive,
respiratory, excretory, circulatory, and motor systems. Students will be able to examine
various digestive enzymes and the role they play in various biochemical processes
throughout the body. Students will see why physical digestion, as well as muscle
contractions are so important to our bodies. We will examine how all the systems in the
body are intricately connected. In this unit we use the human body to examine how energy
and matter are exchanged with the environment by looking at gas exchange, digestion,
excretion, circulation. Students will learn about the composition of blood and how it relates
to immune responses. Our immune system helps us maintain an internal equilibrium and
stay healthy by fighting off pathogenic organisms.
Focusing Questions
1. How are enzymes and macromolecules involved in body function?
2. How do the digestive, motor, excretory, and respiratory systems exchange matter
with the environment? How are they interrelated?
3. How are the circulatory and immune systems connected?
4. How do the products we consume affect each of the body systems?

Key Terms/Concepts
Science and Technology Emphasis (GLO 1)
With a science and technology emphasis, students should focus on applying technology and
scientific practices to situations/problems involving macromolecules, enzymes, and
various body systems. They can use different technologies or ideas to examine how
products we consume effect the body, how diseases effect different body systems, and what
could be done to treat them.
Social and Environmental Contexts Emphasis (GLO 2)
With a social and environmental emphasis, students will relate the content they are
learning to issues and ideas in society. They will focus on how Canada is supporting new
developments to help clean up our bodies and the environment, as well as the variety of
perspectives involved in every societal issue.
Nature of Science Emphasis (GLO 3 and 4)
With this emphasis, students will explore material by examining situations, forming their
own theories, interpreting information, and explaining their observations in a scientific
manner. They will explore doing a variety of activities and will show how prevalent science
is in everyday life.
Topic Outline
1) Digestive and Respiratory Systems
a. Carbohydrates, lipids, proteins, and enzymes
i. Carbohydrases, lipases, proteases
b. Enzyme action and influencing factors
i. pH, temperature, substrate concentration, feedback inhibition, competitive
inhibition
c. Digestive system
i. Key structures and functions
ii. Chemical and physical processing
d. Respiratory system
i. Key structures and functions
e. Exchange of matter and energy
i. Breathing, removal of foreign material, heat loss, nutrient exchange
ii. Role of circulatory system
2) Circulatory and Defense systems
a. Structure of the Heart
b. Action of the heart
i. Blood pressure and Circulation
c. Blood vessels
i. Structure and function
d. Blood
i. Components and their roles in transport, clotting, and pathogens.
ii. Regulating body temperature
e. Lymphatic system
f. Components of the defense system
i. Cellular
ii. Non-cellular
g. Blood groups
i. Antibodies and antigens
3) Excretory System
a. Main Structures
b. Nephron structures and functions
c. Kidney functions
d. ADH and Aldosterone
4) Motor System
a. Function in supporting the body
b. Role of actin and myosin

Rationale
My schedule is fairly compact. When I was laying it out, I decided to front load it a
bit, while still trying to keep it realistic. I did this because that way I am not trying to rush a
bunch of material in at the end. If the first week or so takes longer than anticipated, I have a
couple days that I can play with so I wont run out of time and have to skip over everything.
Some days are heavier than others so overall I am thinking the pace will even out. I am
providing time for review various times throughout the unit because it is a massive unit
with a lot of things to know and remember. Everything is so tightly connected, so I want to
give students time to go over any questions they might have to they can get a better
understanding of everything and be able to make connections between concepts
throughout the unit. If we review a lot, less students will be confused and fall behind. This
is a bad unit to fall behind in understanding because it is all so tightly connected.
I decided to do a lot of smaller summative assessments instead of a couple big ones.
There is a lot of small intricate material, and I feel like it is a more accurate assessment of
what they understood in that section. It will really help me know if there is anything I didnt
get across to my students well. Having numerous smaller assessments is also a better
representation of what students can do because it hits on a variety of points in a variety of
ways. I created this unit with a very project-based hand-on approach. I think it is the only
way to help students really connect and make sense of this material. Learning all of the
body systems and their components by writing and reading notes is very difficult for some
people and it doesnt sink in the way it would if students could apply the information in a
way that makes sense to them. The projects are all in different forms including labs, written
paper, computer Web Quest, art, quiz/test, etc. I am able to hit on a lot of different learning
styles with projects that are all relevant. This way, if a student does poorly on one, it is not
the end of the world, and they can still do really well in the course. I have also included a
lot of opportunities for formative assessment throughout the unit so I can consistently
check where students are at with the material, and if we need to go over anything again, or
in a different way. A lot of the projects also require students to apply everything they have
learned and link it together in order to create a deeper and more meaningful learning
experience.
I spent a lot of time trying to find ways that I wanted to present the information. We
will initially go over material via powerpoints and videos. That way they can both hear and
see the information. I am going to show the students several videos, especially ones called
Crashcourse Biology. They are awesome videos that my peers shared with me. They have
everything the students need to know in 10-15 minute videos, and they are presented in an
interesting manner. There are a couple other ones I want to use to reinforce content. There
is also one that is a song about the human systems that would be a good way for students to
remember the information, especially because it is to the tune of a recent hit song that the
students would recognize. There are also a few short demonstrations that the students can
all do with me to learn/reinforce the content in a fun way. I wanted to think of ways for
students to learn that use a variety of senses besides just hearing and seeing (ie. cracker
demo-students will experience how enzymes act and change the taste of carbohydrates). I
also have students labelling diagrams and doing worksheets as well, so not everything is a
project.
Another reason I decided to include a lot of projects is because these students are
used to a lot of hands-on. It is a huge school-wide focus right now, and my TA is fully on
board with it. I knew the students were exposed to projects so it will be something there
are comfortable with. I created activities and assessments with their needs in mind. I
wanted to create a variety of assignments so I would avoid catering to certain learning
types. Students are creative and I wanted them to have an opportunity for them to show
me what they can do in a form they enjoy. I also realize that projects take time and effort,
and that it might be difficult for students to do them solely as homework. Many students
have family situations, jobs, extra-curricular activities, and so forth that might prevent
them from getting their homework done. To address that, I have allotted class time for
them to work on each of their projects. That way they can have a break from just learning
new material, as well as get work done on their projects. It is a way to help reduce stress, to
use class time effectively, and it gives students incentive to finish their work because they
wont have to do it at home. I am hoping they will do a good job because they wont have to
rush to get them all done after a busy life outside of school. It also provides a chance for me
to promptly answer any questions they might have, and be there to assist them in any way I
can.













General and Specific Learner Outcomes
SKILL OUTCOMES (Nature of Science Emphasis)
Students will:
SK1) Formulate questions about observed relationships and plan investigations of questions,
ideas, problems, and issues.
SK2) Conduct investigations into relationships between and among observable variables and use
a broad range of tools and techniques to gather and record data and information
2.1a Observe digestive and respiratory systems, and identify major structures through dissection or computer
simulations.
2.1b Perform experiments, using qualitative tests, to detect the presence of carbohydrates, proteins, and lipids.
2.2a Measure blood pressure and observe blood flow in capillaries.
2.2b Determine the morphology and abundance of cellular components in a prepared human blood slide.
2.2c Select and integrate information from various sources to observe the principal features of a mammalian
circulatory system and the direction of blood flow, and identify structures from drawings.
2.2d Research and design a simulation or model of the functioning of the main components of the human
immune system.
2.3a Research and create a flowchart to describe how humans maintain homeostasis with respect to water and
ions.
2.3b Observe the principal features of a mammalian excretory system and identify structures from drawings
obtained from various print and electronic sources.
2.3c Collect and interpret data in analysis of simulated urine, identify data limitations, and compare it to
theoretical values. Produce a generalization.
2.4a Identify smooth, cardiac and striated muscle tissue under magnification.
2.4b Use appropriate Systme international (SI) units and fundamental and derived units.
SK3) Analyze data and apply models to develop and assess possible solutions.
SK4) Work collaboratively in addressing problems and applying skills to communicate
information in assessing results.
4.1 Use appropriate notation and units to present data from investigations on digestion and respiration.
ATTITUDE OUTCOMES
Students will be encouraged to show:
A1) Interest in Science- Show interest in science-related questions and issues and confidently
pursue personal interests and career possibilities in fields of science.
A2) Mutual Respect- Appreciate that scientific understanding evolves from the interaction of
ideas involving people with different views and backgrounds.
A3) Scientific Inquiry- seek and apply evidence when evaluating alternative approaches to
investigations, problems and issues.
A4) Collaboration- work collaboratively in planning and carrying out investigations and in
generating and evaluating ideas.
A5) Stewardship- demonstrate sensitivity and responsibility in pursuing a balance between the
needs of humans and a sustainable environment.
A6) Safety- Show concern for safety in planning, carrying out and reviewing activities, referring
to the Workplace Hazardous Materials Information System (WHMIS) and consumer product
labelling information.




GLO 1) Students will explain how the human digestive and respiratory systems exchange
energy and matter with the environment.
(Science and Technology Emphasis)

KNOWLEDGE SLOs
Students will:
K1.1) Identify principle structures of digestive and respiratory systems
a) mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder
b) nasal passages, pharynx, larynx, epiglottis, trachea, bronchi, bronchioles, alveoli,
diaphragm, rib muscles, pleural membranes
K1.2) Describe chemical nature of carbohydrates, lipids, and proteins, and their enzymes. Ie.
Carbohydrases, lipases, proteases
K1.3) Explain enzyme action and factors influencing their action.
K1.4) Describe chemical and physical processing of matter through digestive and circulatory
system.
K1.5) Explain exchange of matter and transfer of thermal energy between the body and the
environment (via breathing, and removal of foreign material and heat loss.)

SCIENCE, TECHNOLOGY AND SOCIETY SLOs
Students will:
STS1.1) Explain that the goal of technology is to provide solutions to practical problems.
STS1.2) Explain that the products of technology are devices, systems and processes that meet
given needs, but they dont solve all problems.


GLO 2) Students will explain the role of the circulatory and defence systems in maintaining
an internal equilibrium
(Social and Environmental Contexts).
KNOWLEDGE SLOs
Students will:
K2.1) Identify principal structures of the heart and associated blood vessels.
K2.2) Describe the action of the heart, blood pressure and the general circulation of blood.
K2.3) Describe the structure and function of blood vessels.
K2.4) Describe the main components of blood and their role in transport, clotting and resisting
the influence of pathogens.
K2.5) Explain the role of the circulatory system in aiding other body systems with exchange of
energy and matter with the environment.
K2.6) Explain the role of blood in regulating body temperature.
K2.7) Describe and explain generally the function of the lymphatic system.
K2.8) List the main cellular and noncellular components of the human defence system and
describe their role.
K2.9) Describe the ABO and Rh blood groups on the basis of antigens and antibodies.

SCIENCE, TECHNOLOGY AND SOCIETY SLOs
Students will:
STS2.1) Explain how Canadian society supports scientific research and technological
development to help create a sustainable society, economy and environment.
STS2.2) Explain that scientific and technological decisions involve a variety of perspectives
(social, cultural, environmental, ethical and economic).


GLO 3) Students will explain the role of the excretory system in maintaining an internal
equilibrium in humans through the exchange of energy and matter with the environment.
(Nature of Science Emphasis)
KNOWLEDGE SLOs
Students will:
K3.1) Identify the principal structures in the excretory system.
K3.2) Identify the major and associated structures of the nephron, and explain their function in
maintaining plasma compositions (ie. water, pH, ions).
K3.3) Describe the function of the kidney in excreting metabolic wastes and expelling them into
the environment.
K3.4) Identify the role of antidiuretic hormone (ADH) and aldosterone in water and sodium ion
reabsorption, excretion and blood pressure regulation.

SCIENCE, TECHNOLOGY AND SOCIETY SLOs
Students will:
STS3.1) Explain that the goal of science is knowledge about the natural world.


GLO 4) Students will explain the role of the motor system in the function of other body
systems.
(Nature of Science Emphasis)
KNOWLEDGE SLOs
Students will:
K4.1) Explain how the motor system supports body functions referencing smooth, cardiac and
striated muscle.
K4.2) Generally describe the action of actin and myosin in muscle contraction and heat
production.

SCIENCE, TECHNOLOGY AND SOCIETY SLOs
Students will:
STS4.1) Explain that concepts, models and theories are often used in interpreting and explaining
observations and in predicting future observations.
STS4.2) Explain that the goal of technology is to provide solutions to practical problems.




Name: Alana Kozak Unit: D- Human Systems (Bio 20) Dates: March 4- April 4, 2014
M March 3



T March 4
Unit preview assessment
Unit Introduction
Carbohydrates, Lipids,
Proteins, and Enzymes
Cracker demo
Intro to Enzyme Lab
W March 5
Enzyme Factors
Enzyme lab

R March 6
Enzyme lab follow-up
Digestive Structures and
their functions
Chemical and Physical
processing
Bread demo
F March 7
Chemical and Physical
Processing
Digestion Review
Digestion Storybook

Enzyme Lab Questions
DUE
M March 10
Respiratory Structures
and their functions
Building Lungs


Digestion storybook DUE
T March 11
Exchanging Matter
(breathing, heat, waste,
etc)
Role of Circulatory
system
Smoking Web Quest
W March 12
Respiratory review
Smoking Web Quest
Heart Structure


R March 13
Heart structure/
function
Blood Vessels
Circulation
Lets Play Doctor

Smoking Webquest DUE
F March 14
Blood components
Respiratory and
Circulatory Review
Lets Play Doctor
M March 17
Lymphatic System
Intro to defense system

Lets Play Doctor DUE
T March 18
Lymphatic system
review
Cellular defense
components
Non-cellular defense
components
W March 19
Antibodies and
Antigens
Blood Groups
Immune system
review
R March 20
Immune system
project
Excretory system intro
and structures
F March 21

PD DAY
M March 24
Review
Immune system project
T March 25
Nephron structures
and functions
Kidney functions

Immune system project
DUE
W March 26
Nephron and Kidney
review
Aldosterone and
ADH
Nephron
Worksheet/Quiz
R March 27
Review of Excretory
System
Motor system function
Actin and Myosin

F March 28
Motor system in other
systems.
Tie it all together
ROLE OF CAPILLARIES
IN ALL OF THE SYSTEMS
M March 31
Rat dissection
Intro to Comparative
Anatomy project
T April 1
Comparative
Anatomy Project
W April 2
Peer Quizzes
Organ System
Battleship

Comparative Anatomy DUE
R April 3
Unit Review
Flex time (finish up
projects/study)

F April 4
Unit Final
M April 7

T April 8 W April 9 R April 10 F April 11
M April 14
NEW QUARTER STARTS
T April 15
**Assisting/Team teaching
W April 16
**Assisting/Team teaching
R F

Unit Daily Schedule
Lesson# SLOs/ ICT
Integration
Concept Time Activities Assessments
1
March 4
K1.2)
K1.3)
ICT C.7

Unit Intro
Carbohyd-
rates,
Lipids,
Proteins,
and
Enzymes

40 min



40 min

30 min


50 min
-Fun fact/ video of the day.
-Seating plan switch up
-About me and about them exercises
-Classroom management
-Expectations
Intro to the body
-Body systems song video
Intro to carbs, lipids, and proteins: Cracker demo
Brainstorm Time!
Intro to Enzymes
10 points on Enzymes
Enzymes and their factors
What would happen if?
Observation
Class discussion



Unit Preview questions (individual)
Class discussion


Whiteboards- write answers with partner
when brainstorming.

2
March 5
K1.2)
K1.3)
K1.4)
Enzymes




10min
10 min
10 min
2 hours
10 min

20 min
FACT or Fiction
Enzyme Lab:
Lab Safety
Materials
Overview
Perform
Clean up

Enzyme lab questions/ Overview
Observations
Lab Questions
Discussion
3
March 6
K1.1)
K1.4)

Digestive
System
35 min

65 min






25 min

55min
Daily Funny
Enzyme Lab questions review
Intro to digestive system.
Our body is a stack of bagels!
Digestion from the Inside (1:37)
Digestive Structures and their functions
(powerpoint)
Crashcourse #28
What helps you remember?
Physical processing of food
Bread demo
Chemical Processing
(Enzymes and feedback loops) Enzyme race
Enzymes Work sheet (summative)




Digestion Diagram
Questions


Class discussion, observation

Partners- make a feedback loop for some of
the enzymes in the digestive system.
Create a digeston feedback loop
One thing you know about the Digestive system.
Verbal exit slip (tell me something about
digestive system to leave)
4
March 7
K1.1
K1.4
K1.5

Digestive
System




Nutrition


20 min


25 min

20 min


45 min







45 min


25 min
Daily funny/video/fun fact/etc
Digestion Formative Review quiz
Jigsaw to check answers
Intro to Digestion Storybook
Start on structure part
Chemical vs Physical (for stomach and mouth)
Video: Digestive System 6:56
http://www.youtube.com/watch?v=XxvRbxhqoZk
Which is which?
Why is Nutrition important?
Hows my digestive system doing?
Problems associated with poor nutrition
Look at what they ate. What was it high in? (ie fats,
sugars, vegetables, etc) How would it affect your
system? What would be going on in yours because of
what you chose to eat?
-3 ways in which nutrition affects the digestive system/
why it is important.
Digestion Storybook continued

Health conditions/ diseases
What is causing it?
Partners


Partner project-based assessment


Verbal quiz during clip




Brainstorm on white boards




Booklet summatively assesses what they
know

Whiteboards- they are given a condition
and have to find out what is causing it.
5
March 10

K1.1



Respiration
50 min


60 min



45 min
25 min
Intro fun fact
Digestion Storybook
Play funny clip half way through
Pre quiz on structures- MATCHING GAME
Respiratory Structures and their functions
Crashcourse #27 (respiration and circulatory)
3 things you can tell me about lungs
Building Lungs
Lung/Respiratory diseases
Which ones do you know? (how many can they
come up with)
-Examine a few and their effects on the
respiratory system
-tell me something about the disease before you
leave class
Digestion story book



Pre-quiz- diagram up front, write the part
next to number on their sheet

Worksheet and activity

Note taking organizer



Digestion storybook DUE
6
March 11


K1.1
K1.5
K2.3
STS2.1
STS2.2
STS4.2
ICT C.7
ICT C.6
Respirat-
ory
processes
and the
circulatory
system
20 min



45 min





55 min
Daily Funny
Respiratory structures
What if we didnt have to breath through our
mouth?
Exchanging Matter
(breathing, heat, waste, etc)
How are we able to breathe?
Why dont we overheat?
Where does all the waste go?
Why do we sweat more when we exercise?
Intro and start on Smoking Web Quest
-groups
-divide and conquer

Diagram labelling


Brainstorm- white boards
-class discussion



Video quiz
Whiteboards
Class discussion

Smoking Web Quest-summative
7
March 12

K1.1
K1.5
K2.1
STS3.1
STS4.1
ICT P.5
ICT F.3
ICT F.2



Respirat-
ion

15 min



50 min




1 hour
15 min
Daily funny
Respiratory review
How is blood an important link between our
bodies and the environment?
Breathing
-Review
-comparisons between organisms
Whats are the differences?
Organism 1 vs Organism 2
Smoking Web Quest
Intro to heart
Heart facts- True/False
What it does. Is it important to all systems or just
the circulatory?
Heart Quiz-Give to take home and then give them
again next day for marks
Brainstorm, whiteboards



Gas Exchange graph ch9.2 figure 1

Whiteboards- take notes
Present to another peer group (how do
they work/ exchange matter with
environment?)


Pre-assessment
Parent Teacher Interviews
8
March 13

K2.1
K2.2
K2.3
STS3.1

Parts of
the
Circulatory
system
20 min

40 min

10 min


40 min

40 min
Daily funny
Review
Heart structure/ function
Structure of the heart
Blood Vessels
Candy comparison (ie licorice, redvines, etc)
which you would use to represent and why?
Circulation and Regulation
Pulmonary, Coronary, Systemic
SA node, AV node, Purjernke fibres
Blood pressure, Heart disease
Role of blood in body temperature?
Textbook questions

Diagram

Activity questions (structure and function)


Worksheet

Summative assignment

9
March 14
K2.4
K2.5
K2.6
STS1.1/4.2
STS1.2

Blood
10 min

45 min


30 min



30 min
55 min
Daily Funny
What do you think is in your blood?
Blood components
What is blood? 2:23 www.youtube.com/watch?v=CRh_dAzXuoU
-American blood services
Role of blood in body temperature
5 minutes of exercise- what happens?
Temperature differences case study (ie cold day
vs right after exercise)
Respiratory and Circulatory Review questions
Lets Play Doctor

Pre-assessment


Blood analogy (parts and purpose)
Components of blood worksheet

Body temperature case study questions



Smoking WebQuest DUE
10
March 17

K2.7
K2.5
K2.6
STS1.2
Lymphatic
system

50 min




50 min

20 min

60 min

Daily funny
What is our lymphatic system? What does it do?
http://www.livescience.com/26983-lymphatic-
system.html
10 points on the immune system
-components, diseases, function
Lymphatic System
Lymph system poster
Intro to defense system
Crash course #32
Guest Speaker or Make a lymph system poster


Work with partners, record responses on
whiteboards

Class concept map-everybody add to it




Lymphatic system worksheet

11
March 18
K2.7
K2.8
Body
defenses
40 min

50 min



25 min
25 min


40 min
Daily funny
Lymphatic system, and past systems review
Non-cellular defense components
What would be your first defense?
Cellular defense components
ACTION!
Application
The Immune System: Your magic doctor
(http://www.learnalberta.ca/content/seb20/html
/immuneSystem/index.html)
Intro to Immune system project
Brainstorm- what do you want to do and how?
*ASK parents about their blood types and siblings
(ABO and Rh-analyze in tomorrows class!!!)
Textbook questions


Compile a list of all cellular components
and their role
-Role play what each does (skit time)

Immune response specific
Immune response non-specific worksheets



Lets Play Doctor DUE
12
March 19

K2.9
K2.8
STS1.2
Blood
groups
15 min


60 min



60 min
45 min
Daily funny
Immune system review/ questions
Who has antigens?
Blood Groups, Antibodies, and Antigens
Blood Types: ABO and Rh (with donuts and sprinkles!)
video 15:28
http://www.youtube.com/watch?v=L06TJTMVkBo
Immune system project
TED Talk prep time (My TAs student project)
Discussion


Pause and participate- assess while
watching the video
* Make/ record your own analogy and
explain it to a friend
Qutline, and research time
Post something they learned to my blog
13
March 20
K2.5
K2.6
K2.7
K2.8
K2.9
K3.1
Excretory
system
40-60
min
10 min

45 min

50 min


15 min
Daily Funny
Immune system project
Excretory system intro
What is it? figure out what organs it includes
Structures and their functions

Human Anatomy-all about the organs
http://www.learnalberta.ca/content/seb20hahh/i
ndex.html
Review
Summative

Discussion

Structures of the Excretory system
worksheet
Self quizzes, hands-on computer simulation


Class discussion
14
March 24
K1.1-2.9
K3.1
K3.3
STS3.1
Nephron 20-40
min
10 min
20 min



60 min
50 min
Daily Funny
Immune system project
Excretory strucutres
Intro to Nephron
The 21/20 Crew- The Excretory system Rap:
Nephron for a dream (4:56)
http://www.youtube.com/watch?v=guOqyi5lUQQ
The nephron, its structures, and functions
Make your own quiz
Blog
Diagram



Create list from things they learned/picked
out of the video
-condense as a class (Word Cloud)
Lab exercise 12.A Solutes in the Plasma,
Nephron, and Urine
-Quiz each other with tests they made
Post to the class blog with things they
learned or want to know
15
March 25
K3.2
K3.3
ICT F.2,5,6
Kidneys 10 min

50 min


45 min

45 min
30 min
Daily funny
Review Nephron structures and functions
Kidney functions
Why so important?
Case study-One Kidney Short
Kidney Conditions
What causes conditions? Difficulties
Create an excretory system diagram
Review
Immune system project due

-written formative assessments
-point form



Do and bring to me to check
All previous material
16
March 26
K3.2
K3.3
K3.4
Excretory
review
10 min

60 min


55 min


40 min




15 min
Daily Funny
Nephron and Kidney review
Role of Aldosterone and ADH
Why no pee when exercise? (even though
filtration increases)
Nephron game-from Sara on facebook
Intro to Motor systems
Science of Steroids National Geographic (45:04)
http://www.youtube.com/watch?v=EKWaJ_7PPXE
What is the motor system? Why is it important?
Stretch, walk, deep breaths activity
-how did you use your muscles, did you control
your muscles at all times?
Types of muscle
Quiz from me



Talk with and explain it to a neighbour
Nephron Worksheet/Quiz


Observations
Class discussion



Individually with whiteboards
17
March 27
K3.1
K3.2
K3.3
K3.4
K4.1
K4.2
Motor
system
35
minutes
40 min


75 min












30 min
Daily funny
Textbook questions
Actin and Myosin
Myosin is Thick, Actin is Thin (2:12) Avi Silber
http://www.youtube.com/watch?v=xhgDbjrrmFg
Muscles Are Amazing
Frogs and Toads: Super SloMo Frog Video Reveals
Jumping Secrets
http://video.nationalgeographic.com/video/animals/amp
hibians-animals/frogs-and-toads/frog-muscle-study/
The Worlds Fastest Runner (cheetah) video
http://video.nationalgeographic.com/video/the-magazine/the-
magazine-latest/ngm-cheetah-running/
Motor system
Spot the different muscles (give scenarios of
different people doing activites and they have to
spot which types of muscles are helping where)
Example time!
TED Talks/Review
Written questions

Write down points they pick out
Go through and link together as a class









Individually- then pair to go over answers
-collaborate as a class
Example time- 8 examples of muscles in
other body systems, and how they help that
system function.

18
March 28
K1.1
K1.4
K4.1
K4.2
K1.5
ICTP.1

Review
and
Dissection
s
30 min

70 min
50 min





30 min
Daily funny
Review Motor system in other systems.
Tie it all together
Dissections
- Introduction and why we are doing it
-procedures
-techniques
-what to look for
*bring phone or camera
Tricks for remembering material


Summative mini paper (summary of what
they have learned. Explains how muscles
work and how they are crucial to our
bodies functioning)



Class discussion
19
March 31
K1.1-4.2 Comparing
Anatomy
20 min

100
Min

60 min
Daily funny
System structures review
Rat dissection

Comparative Anatomy project
Comparative Anatomy: What makes us animals-
crash course #21
-instructions, getting started
Diagrams and discussion

-Lab questions

-summative report/poster
20
April 1
K1.1
K2.1
K3.1
K3.2
STS3.1
STS4.1
Comparing
Anatomy
100 min



80 min
Comparative Anatomy Project
-review project
-second dissection
Notes
Putting all the information together
Summative assessment
-final project
21
April 2
K1.1
K1.5
STS3.1
STS4.1
Review 35 min
45 min
40 min

60 min
Organ System Battleship
Peer Quizzes
Review word cloud text in the words you
remember about ___________.
Biology Jeopardy
Comparative Anatomy Project DUE

22
April 3
K1.1-K4.2
ICT F.1
REVIEW 80 min

100 min
Unit Review
Question and answer period
TED Talks presentations
Unit review questions they got at beginning
of unit.
Textbook questions
23
April 4
K1.1-K4.2 FINAL 60 min
120 min
UNIT Final
TED Talks
Final Exam





Learning
Outcomes
Summative Assessment Plan
Title
Enzyme
lab
Digestion
Storybook
Smoking
Web Quest
Lets Play
Doctor
Immune
system project
Function of
Nephron/
Excreting waste
worksheet
Tie it
together
Unit Exam
Comparative
Anatomy
Project
Type (Formative/Summative) Summative Summative Summative Summative Summative Summative
Summative
Summative
Summative
Weighting 5% 7% 8% 15% 10% 5% 5% 30% 15%
K1.1) Principle structures of digestive and respiratory systems.
K1.2) Chemical nature of carbs, lipids, and proteins, and enzymes.
K1.3) Enzyme action and influencing factors.
K1.4) Chemical/physical processing of matter in digestive/circulatory
system.




K1.5) Exchange of matter and transfer of thermal energy between the
body and the environment.




K2.1) Principal structures of the heart and associated blood vessels.
K2.2) Action of the heart, blood pressure and general blood circulation.
K2.3) Structure and function of blood vessels.
K2.4) Describe the main components of blood and their roles.
K2.5) Role of the circulatory system in aiding other body systems.
K2.6) Role of blood in regulating body temperature.
K2.7) Describe/explain generally the function of the lymphatic system.
K2.8) Main cellular/noncellular components of the human defense
system and describe their role.




K2.9) Describe ABO and Rh blood groups via antigens and antibodies.
K3.1) Principal structures in the excretory system.
K3.2) Major and associated structures of the nephron, and their function
in maintaining plasma compositions




K3.3) Function of the kidney in excreting metabolic wastes and expelling
them into the environment.




K3.4) Role of antidiuretic hormone (ADH) and aldosterone in water and
sodium ion reabsorption, excretion and blood pressure regulation.




K4.1) How the motor system supports body functions referencing
smooth, cardiac and striated muscle.




K4.2) Action of actin & myosin in muscle contraction & heat production.
STS1.1 & 4.2) Goal of technology is to provide solutions to practical
problems.




STS1.2) Products of tech. meet given needs, but dont solve all problems
STS2.1) How Canadian society supports scientific research and
technological development.




STS2.2) Scientific/ technological decisions involve many perspectives.
STS3.1) Goal of science is knowledge about the natural world.
STS4.1) Concepts/models/theories are used in interpreting and
explaining observations and in predicting future observations.




Biology 20: Unit D-Human Systems
Lesson # Materials and Equipment
1 Mar 4
Seating plan, crackers (CRACKER DEMO), whiteboards, note packages, pre-quiz
2 Mar 5
ENZYME LAB-Test tubes (100), test tube racks, Hydrogen Peroxide, 10ml
graduated cylinders, raw and cooked: carrots, liver, ground beef, potatoes
Catalase solution, diHOH, Sulfuric Acid (3N), 0.25% potassium permanganate,
buret, ice, pipets
3 Mar 6
Bread (DIGESTION DEMO)
4 Mar 7
Computers (SMOKING WEBQUEST)
5 Mar 10
Pop bottles, balloons, straws, scissors, clay (BUILDING LUNGS)
6 Mar 11
Computers (SMOKING WEBQUEST)
7 Mar 12
Gas Exchange graphs, computers (RESPIRATORY COMPARISONS)
8 Mar 13
5 types of Candies (long with hollow center), worksheets (BLOOD VESSELS)
9 Mar 14
Computers (LETS PLAY DOCTOR)
10 Mar 17
Computers, guest speaker (possibly) (LETS PLAY DOCTOR)
12 Mar 18
Computers (IMMUNE SYSTEM PROJECT)
13 Mar 19
Computers (IMMUNE SYSTEM PROJECT)
15 Mar 24
Computers (KIDNEY CONDITIONS)
19 Mar 28
RAT DISSECTION- scissors, pins, knifes, rats, Lab procedures and questions,
gloves, eye wear, lab coats
20 April 1
Computers
COMPARATIVE ANATOMY PROJECT- scissors, pins, knifes, rats, Lab
procedures and questions, gloves, eye wear, lab coats
21 April 2
Organ system battleship, Jeopardy
23 April 4
Exams

RESOURCES
Ritter, B., Burley, K. L., & Fraser, D. (2007). Nelson Biology 20-30.
Ritter, B., Burley, K. L., & Fraser, D. (2007). Nelson Biology 20-30: Online Teacher Resource and reference center.
Retrieved from http://www.nelson.com/ABbio20-30/teacher/protect/webactivities/unit20Dch9.html#9.3
Colbourne, H., Constantin, B., Dobell, D., Fehres, C. (2007). Inquiry into Biology.
Castle Rock Research Corp. (2008). Student Notes and Problems. Edmonton: Guatam Rao
Yadernuk, J. (2013). Biology 20. Personal file.
Wikenheiser, G. (n.d.) CCH Bio 20 20AP CBooth. Personal File.
Pressure Experiment-Kids Fake Lung (2012) Retrieved from http://www.lovemyscience.com/balloonlung.html
Teach with Fergy. Human Digestion Demonstration crackers and bread. Retreived from:
http://www.teachwithfergy.com/part-2-the-crackers-the-bread-in-a-bag-digestive-system-demonstrations/


Videos
Actin and Myosin http://www.youtube.com/watch?v=xhgDbjrrmFg
Frog Muscle study 2:22 http://video.nationalgeographic.com/video/animals/amphibians-animals/frogs-and-toads/frog-muscle-
study/
Cheetah running http://video.nationalgeographic.com/video/the-magazine/the-magazine-latest/ngm-cheetah-running/
Science of Steroids National Geographic (45:04) http://www.youtube.com/watch?v=EKWaJ_7PPXE
The 21/20 Crew- The Excretory system Rap: Nephron for a dream (4:56) http://www.youtube.com/watch?v=guOqyi5lUQQ
Human Anatomy-all about the organs http://www.learnalberta.ca/content/seb20hahh/index.html
Blood Types: ABO and Rh (with donuts and sprinkles!) 15:28 http://www.youtube.com/watch?v=L06TJTMVkBo
The Immune System: Your magic doctor http://www.learnalberta.ca/content/seb20/html/immuneSystem/index.html
What is blood? (2:24) www.youtube.com/watch?v=CRh_dAzXuoU
Video: Digestive System 6:56 http://www.youtube.com/watch?v=XxvRbxhqoZk
Crash course videos #28, 27, 31, 21
Learn Alberta- Human Anatomy, The Immune system: Magic Doctor www.learnalberta.ca