Course

Subject

Biology 20
Human Systems

Developed By:

Allison Prystai

Outline
Content Standard(s): The Human Systems unit describes the unique biological processes of the human
body that allow us to live. Students will understand the structures and function of the human systems that
allow for the maintenance of an internal equilibrium. When this equilibrium is disturbed, the body is
susceptible to disease and illness.
Enduring Understandings/Big Ideas:
Students will:
- INTERNAL EQUILIBRUM:
Essential Questions:
Understand the human body
- How do the human body systems work independently to
maintains a state of internal
support life?
equilibrium through specialized
- How do the human body systems work together to
structures and functions of the
support life?
different organ systems.
- How does the failure of one organ system impact the other
o STRUCTURES: Students will
systems in the body?
understand the structures
used to maintain internal
Prior Knowledge:
equilibrium in the body.
- Grade 8 Science, Unit B: Cells and Systems
o FUNCTIONS: Students will
- Science 10, Unit C: Cycling of Matter in Living Systems
understand the processes
that maintain the internal
equilibrium in the body.
Knowledge objectives (key outcomes):
Students will:
Explain the role of the circulatory and defense systems in maintaining an internal equilibrium.Specific
Outcomes:
1. identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles,
septa, valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular
node, Purkinje fibres
2. describe the action of the heart, blood pressure and the general circulation of blood through
coronary, pulmonary and systemic pathways
3.

describe the structure and function of blood vessels; i.e., arteries, veins and capillaries

4. describe the main components of blood and their role in transport, clotting and resisting the
influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes
5. explain the role of the circulatory system at the capillary level in aiding the digestive, excretory,
respiratory and motor systems exchange of energy and matter with the environment
6. Explain the role of blood in regulating body temperature describe and explain, in general terms, the
function of the lymphatic system
7. List the main cellular and noncellular components of the human defence system and describe their
role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell

8. Describe the ABO and Rh blood groups on the basis of antigens and antibodies.
Stage 3 Learning Plan
Concept or Skill

Structure &
Function
of the Heart

Curriculu
m

20-D2.1k
20-D2.2s

Teaching
Strategies

Student
Activity

Introduction
to the heart.
Initiate a
KWL
conversation
. Determine
student
misconcepti
ons. (10
minutes)
- Show
YouTube
video (4
minutes)
DialogueDiscussion
questions:
More inquiry
based
questions
pushing
students to
think about
why the
heart is
structured
the way that
it is.

- Answer
questions
about
heart from
shared
diagram.
- Work on
graphic
organizer.

R&M

# of
Lesson
s

Formative
Assessment

- Students will
answer questions
about the heart,
and ask any
questions that may
have.

- Observation:
Students will have
to show the teacher
their understanding
of blood flow
through the heart
with a piece of
yarn.
- Dialogue:
discussion post-lab
will indicate
understanding of
circulation
pathway.
- Update graphic
organizer.
- Lab skills: provide
a basis applying
knowledge and
skills.

https://www.youtube.com/watch?v
=p-wilmN80XE
- Diagram of heart handout &
question booklet
- BioEd Discussion Qs

20-D2.2k
20-D2.1k
20-D2.2k
20-D2.2s

-Direct
Instruction:
Indicate lab
safety
standards
and the
purpose of
this lab.
- Go over lab
procedure.
- Discussion

Lab:
Pig/sheep
heart
dissection

- Dissection kits
- Pig or sheep hearts
- Lab handout: Procedure and
anatomical parts to find

Blood Vessel
Formation

Blood &
Lymphatic
System

20-D2.1k
20-D2.3k
20-D2.5k
20-D2.2sts

20-D2.4k
20-D2.5k
20-D2.6k
20-D2.9k
20-D2.7k

- Direct
Instruction:
Indicate lab
safety
standards
and the
purpose of
this lab.
- Discussion
about ethics
and research
-Direct
Instructioncomponents
of blood and
lymphatic
system
- Show
videos
- Inquiry Set
up:
Introduce
students to
blood-typing
and the
related
factors

Immune
Response

20-D2.8k
20-D2.3s

- Direct
Instruction:
Indicate lab
safety
standards
and the
purpose of
this lab.

Heart Function

20.D2.5k
20-D2.3s
20-D2.4s

-Direct
Instruction:
Indicate lab
safety
standards

- Students
observe
eggs.

- Students
will create
procedure
for blood
typing lab.
They will
need to
determine
the
different
variables.

- RADICAL! lab (see resources)

- Eggs
- Microscopes

http://study.com/academy/lesson/f
unctions-of-the-lymphaticsystem.html
1
http://study.com/academy/lesson/b
lood-types-abo-system-red-bloodcell-antigens-blood-groups.html

Students
will carry
out blood
typing lab.

- Synthetic blood typing kit.

- Discussion Qs

- Students
will have
complete
d the lab
activities.

- Procedure (from resource list)

- Stop watch
- Graph paper

- Talk to students
about the eggs at
the different stages
- Discourse on
ethics and use of
animals in research
- Lab skills: provide
a basis applying
knowledge and
skills.

- Review procedure
set up with
students. (Must be
done before
students begin
experiment).

- Conversation with
students about
blood donations.
(Provides feedback
on student
learning)
- Update graphic
organizer.
- Ticket out the
door- At the end
of class, teacher
will ask students a
problem regarding
blood typing and
donation
recipients. Students
will answer
individually and
hand in.
- Lab skills: provide
a basis applying
knowledge and
skills.
- Observing
students lab skills
- Lab Write-up:
make sure that
students

and the
purpose of
this lab.
- Teach
students
how to use
materials for
measuremen
t.
- Get
students in
groups of 23

- Record
and
interpret
results
- Will
hand in a
formal lab
report
individuall
y.

understand
concept and can
create and test
hypothesis (also
under
performance-based
assessment)