SCIENCE LESSON PLAN

TEACHER: Neerja Yadav- Dulalchan

DATE: 18/09/15

CLASS: Form 5
TIME: 40 minutes
PERIODS: 1
UNIT: Excretion
TOPIC: Introduction to excretion
REFERENCES (exclude class text, include page numbers).

CXC Biology Chinnery and Glasgow

CSEC Biology Atwaroo Ali

PRE-REQUISITES

Knowledge: - 1. Students should know:

1. That excretion is characteristic of living things.
2. That the kidneys are the main organs for excretion.

Skill:- students should know how to:

1. Work and communicate effectively in groups.

MATERIALS & RESOURCES

For Teacher

For each group / student

MMP, Laptop, PPP

Textbook
Whiteboard / Markers

textbook, work sheet

CONCEPT OR PRINCIPLE

Excretion is necessary in living organisms for removal of metabolic waste, which if left to
accumulate in the body, would be toxic to the organism.

SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to:

Define the term Excretion.

Classification
Cognitive( Remember)
Cognitive ( Understand)

Explain the difference between excretion and

egestion.
Name all the organs that are involved in excretion
in humans and the excretory products for each
organ.
Recognize the importance of the role of excretory
organs in maintaining a healthy organism.

Cognitive (Remember)

Affective( Receiving)

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure
Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems
Decision-making based on examination of evidence and arguments
2


Extracting from available information data relevant to a particular situation

ACTIVITIES

Introduction:
Engagement - Teacher projects a four picture collage and then asks them which one doesnt belong
there.
Students are expected to realize that three pictures deal with excretion and one deals with egestion.
Students are asked what they think excretion is and why it is important.
Students are asked the difference between egestion and excretion.
Teacher says that today you are going to learn about the main organs involved in excretion in animals,
how the different excretory products form and how the organs remove the metabolic waste.

(Information Processing / Concept Attainment).

Development: Social Interaction Model / Group Work

Exploration Teacher puts students into groups and asks them to write down what organs they think
are involved in excretion.
Teacher then projects a four picture collage of a kidney, liver, skin and lungs.
Teacher then asks students to look at the organs and think about the various chemical reactions that may
occur in them and write down what they think are the possible excretory products that can arise.
Teacher then asks students to think about how these excretory products are lost from the body.
Explanation Students then present their findings.
Teacher explains briefly how each organ removes specific excretory products and what reactions give
rise to different excretory products.
Elaboration - Teacher then hands each student a sheet with a table comparing the different ways that
excretion occurs in animals.
Teacher then asks students to use the words provided to fill in the table (in pencil).

Consolidation:
EvaluationStudents are then given a work sheet.
Teacher recaps main points of the lesson.

TEACHERS REFLECTION
Although I was a bit flustered due to reaching late due to an accident on the highway, I managed to
compose myself and deliver my lesson to the best of my ability. In my opinion my lesson was good
however I thought that I could have engaged students more. Students enjoyed the engagement activity
and appreciated the use of a concept map to simplify an abundance of information. I tried my best to be
open and inviting to make students feel comfortable. This worked as students began to loosen up as the
class progressed.

TUTORS COMMENTS
Neerja Yadav-Dulalchan
Friday 18th September
Group visit
Excretion
A confident presentation that engaged students and did a good job of breaking down complex concepts.
Introduction: A fun cartoon that captured attention, helped to get students understanding of the process
of excretion and distinguishing it from egestion. Excretion correctly explained as the secretion byproduct of metabolic waste, but this concept is not always understood, further visual data would help,
e.g a picture of a cell, and the digestive system. The students should be able to state in which of these
structures excretion and egestion occurs, and if not, it could be clarified.
The development of the concepts occurred through probes, explanations and a concept map that the
teacher built as the topic proceeded. This was a good strategy as it allowed students to see the
connections between the multiple concepts of the topic product, process, organ. Concept maps aid
memory and understanding because students see the big picture and connections to the big idea. Neerja
was also able to de-construct meanings such as de-amination, which would help students to make sense
of the concept rather than just wrote learn it.
The issue of toxicity was discussed, and this could link to students lives through the idea of dialysis.
Given the level of diabetes in the country this might have been a useful analogy. Overall the concepts
were logically sequenced, clearly presented, and linked to students lives.

Name: ____________________________

Introduction to Excretion

Fill in the blanks.

1. Excretion is the _______________ of _____________ ______________ from the body.
2. Excretory products are made as a result of ______________ reactions. These include all
the _______________ reactions occurring in cells.
3. Egestion is different from excretion because it is the removal of ______________
______________ from the body.
4. Excretory products, if not removed from the body, are ____________ to body cells.
These products also _____________ down _______________ reactions.

Name: ____________________________

Use the following words or phrases to complete the table below. Words or phrases can be used
more than once.

Excretory Products: Urea/Nitrogenous waste, Water, Salts, Water vapour, Heat, Bile
pigments,
How excretory products are removed from the body: Exhalation, Sweating, Urination,
Excretory products made here are transported to the kidneys and gut,
What reactions cause the different excretory products to be formed: Respiration,
Deamination of amino acids, Breakdown of haemoglobin, Nutrient metabolism, General
metabolism.
Table comparing the different ways that Excretion occurs in animals
Organ

Kidney

Lung

Skin

Liver

Excretory
products

How excretory
products are
removed from the
body

What reactions cause the different excretory

products to be formed

Name: ____________________________

Use the following words or phrases to complete the table below. Words or phrases can be used
more than once.

Excretory Products: Urea/Nitrogenous waste, Water, Salts, Water vapour, Heat, Bile
pigments,
How excretory products are removed from the body: Exhalation, Sweating, Urination,
Excretory products made here are transported to the kidneys and gut,
What reactions cause the different excretory products to be formed: Respiration,
Deamination of amino acids, Breakdown of haemoglobin, Nutrient metabolism, General
metabolism.
Table comparing the different ways that Excretion occurs in animals
Organ

Kidney

Excretory
products

Water,
Salts,
Urea

How excretory
products are
removed from the
body

What reactions cause the different excretory

products to be formed

Urination

Respiration,
Nutrient metabolism,
Deamination of amino acids

Lung

Carbon
dioxide,
Water
vapour

Exhalation

Respiration

Skin

Water,
Salts,
Urea,
Heat

Sweating

Respiration,
Nutrient metabolism,
Deamination of amino acids,
General metabolism

Liver

Urea,
Bile
pigments,

Excretory
products made
here are
transported to the
kidneys and gut

Deamination of amino acids,

Breakdown of haemoglobin