STAGE I DESIRED RESULTS

Topic: Organ Systems

Subtopic:
Time Frame: days
Established Goal:
The learner demonstrates understanding of human organ systems which promotes proper
nutrition and overall wellness.

Transfer Goals: Students will be able to independently use their learning to:
educate other students of ASF on healthy lifestyle practices by:
a. conducting an interview from other students about how they respond to a healthy
lifestyle; and,
b. making a pamphlet on the healthy lifestyle practices from the interview.

Essential Understanding Essential Question

Understanding of human organ systems Why do we study the human organ systems?
encourages one to engage in activities that
promote proper nutrition and overall
wellness.

Topical Understandings Topical Questions

Students will understand that
the different organ systems work
together harmoniously to come up
with a healthy and well-functioning
human body.
the humans are highly organized
beings.
there are types, preventions,
detections, and treatment of
diseases in each organ system.
one's health depends on his
lifestyle.
What are the different organ systems that
work together to make a human body
function well?
What functions does each organ system
perform?
What are some types, preventions,
detections, and treatment of diseases in each
organ system?
How does the lifestyle affect ones health?

Students will know Students will be able to

the major and minor systems of the
body.
the functions of each organ system.
types, preventions, detections, and
treatment of diseases in each organ
system.
the relationship of lifestyle and
health.
enumerate the different organs of the major
and minor organ systems of the body and
state the functions each organ perform.
explain the functions each organ system
perform in the human body.
discuss common diseases, their preventions,
detections, and treatment in each organ
system.
give details on the relationship of lifestyle
and health
 STAGE II ASSESSMENT EVIDENCE

EVIDENCE AT THE LEVEL OF

EVIDENCE AT THE LEVEL OF PERFORMANCE
UNDERSTANDING
Learners should be able to demonstrate
understanding through the following Confidently conveys the structures of the
facets of understanding: body with their respective functions.

Explanation Displays enthusiasm in performing the action

Expounding the functions of each organ
system of the body using the
torso/powerpoint presentation.
Interpretation
Describing the coordinated functions of
the organs systems through an essay.
Application
Conducting an interview to other
students about healthy lifestyle.
Summarize the result and report their
conclusion or judgment about the
lifestyle of the students of ASF.
while simulating the coordinated functions of
the organ systems.
1. Honestly state to class their best practices in
promoting or maintaining healthy living.
2. The result of the interview presented to class
must be accurate and informative.
3. The healthy lifestyle practices from the interview
shall be presented through a pamphlet. It must be
based from the rubric below:

Perspective
Inferring the effects of certain modern
practices and technologies in medicine
and sanitation through a selection.

Empathy
Assuming that you are a patient
suffering from a malfunctioning organ,
how shall you respond to the costly
operation using the advanced
technology? What has supposed to be
done so as not to suffer from the
illness? Write a journal of a healthy
living that would have saved you from
suffering from the illness.

Self-knowledge
Sharing ones practices that help
promote healthy living.
 STAGE III LEARNING PLAN

I EXPLORE
Learners shall have a PPT as a review to the organizational levels in an organism. They
shall also mention some examples of each level.
Perform a Game on Human Organ System, Find Me A Partner (Modified) p. 78 of TG
on the 2010 SEC (Science II)
Show videos of the different organ systems. Through the video, learners in groups must
develop concepts about the parts and functions of the human organs. The leader of the
group shall discuss their work in class.
As a group, learners shall present to class the functions, organs, and functions of the
organs of the different body systems assigned to them.
Research on different illnesses or disorders that is caused by improper way of caring the
parts of the body.

II FIRM-UP
Guided by the teacher, learners shall identify the locations of the different internal
organs using the torso.
Learners shall be familiarized with some bones of the body using the skeletal system
model.
Learners shall label the parts of certain organ systems and write the functions of each
organ.
Learners shall develop a pre-prepared concept map for each organ system.
Learners shall make a paper model of the different organ systems of the body.

III DEEPEN
Simulate the functions of the organs of the human body systems.
Think-Pair-Share: How do I keep myself healthy?
Learners shall develop an essay focusing on the coordinated functions of the different
organ systems of the body.

IV TRANSFER
Learners shall interview other students of ASF about their eating preferences. The result
shall be presented to class by giving conclusion or generalization on the eating
preferences of ASF students.
Students will make a pamphlet that will inform other students about healthy lifestyle
practices.
ATTACHMENTS:

I Explore Activities

A. PPT (Hierarchy of organization)

Directions: Write the appropriate word/phrase that will correctly complete the statements:

______ is the basic morphological and physiological unit of life

______ is a group of similar cells performing the same function to carry out a single task
______ is a group of tissues working together to carry out a certain function
______ is a group or different organs working together as one to carry out a metabolic process
______ is composed of different organ systems working in coordination to sustain life

B. Find Me A Partner (Organ systems, functions and organs)

Directions: Cut the broken line to have individual concepts to be distributed to the learners. The
learners will be given the signal to find their group mates by identifying the organ system, its
function/s, and organ compositions.

(Organ System) (Function) (Organs)

Supports the body; works with muscles for movement;
Skeletal System Bones, cartilage
produces red blood cells.
*Circulatory Carries materials to the bodys cells. Takes away wastes Heart, Blood vessels,
System from body tissues. Works with the respiratory system. Blood
*Muscular Helps the body to move; helps push materials through
Muscles, tendons
System the body. Works with the skeletal system.
Respiratory Puts oxygen into the body and removes carbon dioxide. Lungs, nasal
System Works with the circulatory system. passages, air sacs
Kidneys, liver, lungs,
Excretory System Removes wastes from the body.
skin
Mouth, salivary
Takes food and breaks it down into nutrients the body
Digestive System glands, stomach,
needs.
anus
Reproductive Produces sex cells to create children, controls female Male and female
System and male characteristics. genitals, hormones
Controls all body functions, senses and recognizes Brain, spinal cord,
*Nervous System
information from in and outside the body. nerves
*Integumentary First barrier to disease and the environment; controls
Skin, nail, hair
System body temperature, keeps body fluid inside the body.
Immune System Fights off diseases. WBC, lymph, skin

C. Video clip viewing (in laptop)

II Firm-up Activities

A. Label the parts of the given diagram. Write also the function of each part opposite it.
1. Digestive System

2. Respiratory System
3. Excretory/Urinary System

4. Reproductive System
B. Complete the concept map below by putting the appropriate word in the boxes.
Choose the word from the pool of words inside the box that follows each diagram.
NOTE: The concepts linked together by a phrase and an arrow shall make a complete
and correct statement. The phrase should be read according to the direction of the
arrow.

1. Circulatory System

needs pumps

carry

is taken circulates
is needed by in via passes through
through

produce is excreted via

Pool of Words

Carbon Dioxide Heart

Body Tissues Lungs
Oxygen Blood

2. Muscular System

Muscles can only exert force when they contract. All movements of the bones in
the body involve a pair of muscles that exert forces opposite to one another. When
exerting movement, one muscle contracts while the other relaxes. They would then
switch roles when the relaxed muscle contracting and the contracted muscle relaxing.
The contraction of one muscle reverts the other to its relaxed state. They are therefore
described as antagonistic muscles.
The muscular system is composed of muscle tissues that are made up of sheets
or bundles of cells (muscle fibers). Muscle fibers are capable of contractions that
produce movement or tension in the body. There are three types of muscles. Voluntary
(Skeletal) muscles produce voluntary movements like muscles at the joints. Involuntary
(Smooth) muscles mainly affect the movement of hollow organs like the intestines and
bladder. Cardiac muscles occur only in the heart.
 A tendon is a thick strand of sheet of tissue that attaches a muscle to a bone. Tendons consist of
collagen and are therefor inelastic: they ensure that the force exerted by muscular contraction is
transmitted to the relevant part of the body to be moved.

Name of
System

2 Classifications
of Muscles

Types of
muscles

Example

Pool of Words

Biceps Intestines Skeletal

Cardiac Involuntary Smooth
Heart Muscular System Voluntary

A. Create/Construct a concept map from the following paragraph. (NOTE: concepts must be linked
with an arrow, and each statement must form a correct idea.)

1. Skeletal System

The structure that provides mechanical support for the body is the skeleton. It keeps
us upright, protects our internal organs, serves as a framework fro anchoring the muscles,
and manufactures blood cells. Skeletons may be external or internal. The endoskeleton is
the internal skeleton like the bony skeleton of vertebrates or the spicules of a sponge. Both
types require joints to allow locomotion or movement. The skeleton of higher vertebrates
consists of a system of bones and are called appendicular or axial skeleton.
The external skeleton is called exoskeleton a rigid, external covering of the body of
certain animals such as the hard, chitinous cuticle of arthropods which must be shed at
intervals to allow growth to occur. Other examples of exoskeletons are the shells of
mollusks and the bony plates of tortoises and armadillos.
Bones are the hard, connective tissues that form endoskeleton of most vertebrates.
They are comprised of a matrix of collagen fibers (30%) that are impregnated with bone
salts (70%), mostly calcium phosphate. Embedded in the matrix are the bone cells including
the osteoblasts (cells from which bone develops) and osteocytes (branched cells within the
bone tissue). Bones generally replace the embryonic cartilage and is of two sorts: compact
 bone and spongy bone. The outer compact bone is formed as concentric layers (lamellae)
that surround small holes (Haversian canals). The inner spongy bone is chemically similar to
the compact bone but the bars may contain bone marrow (red marrow or yellow marrow),
or as in the case of birds, air for lightness.
Bones can be classified as cartilage bones or bones that are formed by replacing the
cartilage of an embryo skeleton, membrane bones which are formed directly in the
connective tissues through intra-membranous ossification rather than by replacing the
cartilage; and periosteum, the outer membrane that surrounds a bone. The periosteum
plays an important role in bone repair and growth.
Joints are points of contact between two (or more) bones, together with the tissues
that surround it. Joints fall into three classes that differ in the degree of freedom of
movement they allow. Immovable joints include the sutures between the bones that form
the cranium. The slightly movable joints include the symphyses between the vertebrae of
the spinal column. The freely movable, or the synovial joints are those that occur between
the limb bones. Synovial joints include the ball-and-socket joints (between the limbs and the
hip and shoulder girdles), which allow movement in all directions, and the hinge joints like
those at the knee and elbow, which allow movement in one plane only. A synovial joint is
bound by ligaments and lined with synovial membrane, which secretes synovial fluid to
lubricate the layers of cartilage to reduce friction.
Ligaments are flexible bands of tissues (chiefly collagen) that hold two or more
bones together at a movable joint. Ligaments restrain the movement of bones at a joint and
are therefore important in preventing dislocation.

2. Nervous System

Any organism has a biological system that coordinates its various functions in response
to external as well as internal conditions. Organisms react to various conditions in their
environment and the activities of an organism often change as its surroundings change. The
nervous system does the job of detecting and responding to stimuli. It is composed of the
central nervous system (CNS) and the peripheral nervous system(PNS). The basic functional
units of the system are the neurons or nerve cells which are interconnected at the synapse.
The Central Nervous System is the part of the nervous system that coordinates all neural
functions. It consists of the brain (cerebrum, cerebellum, and the spinal cord). The vertebral CNS
contains reflex arcs, which produce automatic and rapid responses to particular stimuli. The
central nervous system is made up of associated neurons. In humans, the spinal cord contain
many millions of these nerve cells. Many branch outgrowths connect associative neurons in the
brain or spinal column with the sensory and motor neurons in other parts of the body.
Associative neurons carry impulses from sensory neurons, which stimulate effectors.
The neuron is a conductor of nerve impulses. What a nerve impulse is, physiologists do
not yet clearly understand, but it certainly involves electricity. At the tip of the dendrite,
impulses are received from another neuron, or they originate there as a result of a stimulus
from the cells environment. From the dendrite, they travel through the cell body and the axon.
The axon may then pass the impulses to a dendrite of another neuron. No structural connection
exists between the axon of one neuron and the dendrites of the next, through their tips, come
very close to each other. The tips of the nerve cell secrete a substance (neurotransmitter) that
spans the microscopic gap between the axon and the dendrites. By means of this chemical
bridge, impulses pass from one neuron to another. Regardless of the mechanism, we do know
that impulses originating in one part of the body may be transmitted to many other parts.
Three kinds of neurons can be distinguished. The sensory neurons receive impulses from
a receptor (e.g., the part of the eye that reacts to light) and transmit the impulses to the nerve
center. Motor neurons carry impulses from a center to an effector, that is, to a muscle or a
gland. Associative neurons transmit impulses from one nerve center to another. An impulse in a
sensory neuron can pass to an associative or a motor neuron but an impulse cannot pass from
an associative or a motor neuron to a sensory neuron. Thus, though it can be shown that nerve
impulses move in either direction along a single neuron, they can move only in one direction
through a series of neurons.
The spinal column is a part of the CNS that is posterior to the brain and enclosed within
the vertebral column. It consists of a hollow core of grey matter (H-shaped in cross section)
surrounded by an outer layer of white matter. The central cavity contains cerebrospinal fluid
(CSF). The white matter contains numerous longitudinal nerve fibers organized into a distinct
tract consist of sensory neurons, conducting impulses towards the brain. The descending tracts
consist of motor neurons, transmitting impulses from the brain. Paired spinal nerves arise from
the spinal cord.
All parts of the nervous system, excluding the CNS, comprise the peripheral nervous
system (PNS). It consists of all the cranial nerves and spinal nerves and their branches which link
the receptors and effectors with the CNS. In vertebrates, cranial nerves are composed of ten to
twelve pairs of nerves that emerge directly from the brain. They supply the sense organs and
muscles of the head, neck and viscera. Examples of cranial nerves include the optic and the
vagus nerve.
The spinal nerves are pairs of nerves that arise from the spinal cord. In man, there are
31 pairs (one fro each of the vertebrae). Each nerve arises from a dorsal root and a ventral root
and contains both motor and sensory fibers (i.e., they are mixed nerves). The spinal nerves also
form an important part of the PNS.