Understanding By Design Unit Template



Understanding By Design Unit Template

|Title of Unit |Human Physiology |Grade Level |High School |

|Curriculum Area |Biology |Time Frame |5 weeks (+ the other lessons in the unit that we did not make) |

|Developed By |Heather Wanstedt & Devin Bennett |

|Identify Desired Results (Stage 1) |

|Content Standards |

|Colorado State Standards |

|2.9-12.6 (Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments) |

|2.9-12.9 (Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment) |

| |

|National Standards |

|A-abilities necessary to do scientific inquiry |

|C- interdependence of organisms, matter, energy, and organization in living systems |

|F- personal and community health |

|G- nature of scientific knowledge |

|Understandings |Essential Questions |

|Overarching Understanding |Overarching |Topical |

|The human body is organized into organ systems that enable it to maintain homeostasis despite changes in |How is the body organized? |For each system, what are the major structures |

|its internal and external environment. |How do organ systems work together? |and their functions? |

| |How does the body use food? |Where and when are negative versus positive |

| |How do human body systems function to maintain |feedback loops more effective in the human body? |

| |homeostasis? | |

| |How is form and function related? | |

| |How has the modern human body evolved from its | |

| |ancestors? | |

|Related Misconceptions | | |

|Skeletal System | | |

|Bone is not made of tissue. | | |

|Bone does not have blood that goes through it. | | |

|Muscular System | | |

|Muscles don't have layers, works as one major unit. | | |

|Muscles control themselves (but only rarely do they). | | |

|Cardiovascular System | | |

|The heart beats as a single unit, not as four independent chambers. | | |

|There is only one type of blood – not oxygen rich and oxygen poor. | | |

|Blood does not carry nutrients for body – is the highway of homeostasis. | | |

|All hearts are the same. | | |

|Respiratory System | | |

|We breathe in only oxygen and breathe out only carbon dioxide. | | |

|Inhaled air remains in the head. | | |

|Air is inhaled into the lungs, then exhaled, without links with the heart and circulatory system. | | |

|Inability to link the need for oxygen with the use of food. | | |

|Respiration is the same as breathing; the respiratory system is for carrying out respiration. | | |

|Digestive System | | |

|Digestion starts in the stomach | | |

|Digestion ends in the stomach or large intestine. | | |

|The digestive system has two outlets – one for feces and one for urine. | | |

|The absorption of carbohydrates happens though out the digestive tract (mouth and stomach) | | |

|The acid really breaks down the carbohydrates into absorbable material (not enzymes) | | |

|Size doesn’t affect absorbability. | | |

|Confusion about where the breakdown of different nutrients is broken down. | | |

|Knowledge |Skills |

|Students will know… |Students will be able to… |

|Skeletal |Overall |

|that the skeletal system plays a critical evolutionary role in our current existence |Discuss how two or more body systems interact to promote health for the whole organism. |

|that bones are very different throughout the body and have specific roles based on their |Distinguish between causation and correlation in epidemiological data, such as examining |

|Muscular |scientifically valid evidence regarding disrupted homeostasis in particular diseases. |

|the structural layers of the muscle (from macro to micro) |To work collaboratively and fairly with peers |

|how an action potential is generated |Skeletal System |

|Cardiovascular |Accurately label and/or identify components of the bone (micro and macro-scopic) |

|the pathway of blood through the major components of the heart and throughout the body |Explain the differences between spongy and compact bone and their purposes |

|the role of blood tissue |Describe properties of bone vary throughout the skeletal system |

|Respiratory |Muscular System |

|how gas exchange takes place in the human body |Describe how an action potential (AP) works using accurate vocabulary |

|the structures through which air passes as it travels through the respiratory system. |Interpret a graph of the AP and to relate it to the stages of contraction of a muscle cell |

|the function and workings of the respiratory system |To analyze an abnormal graph of AP and make inferences to possible causes (diseases, possible |

|Digestive |medical treatments) |

|the temporal progression through the digestive system |To be able to use a microscope to look at and identify components of muscle cells. |

|The location of organs, sites of digestion, and sites of absorption in the digestive system. |Cardiovascular System |

| |Accurately identify components of the CVS |

| |Accurately label the parts of the heart |

| |Accurately label the flow of blood through the heart |

| |To be able to successfully participate in dissection |

| |Respiratory System |

| |Describe how oxygen and carbon dioxide are exchanged in the lungs and in tissues |

| |Explain the major function of the respiratory system |

| |Name, in order, the structures and its function through which air passes as it travels through the |

| |respiratory system |

| |Digestive System |

| |Explain the process/function(s) of the different organ in the digestive system. |

| |Identify key organs in the digestive system. |

| |Identify and discuss what is taking place in each organ in the organ system. |

| |Discuss how two or more body systems interact to promote health for the whole organism. |

| |Explain, in detail, the temporal progression through the digestive system. |

| |The location of organs, sites of digestion, and sites of absorption in the digestive system. |

|Assessment Evidence (Stage 2) |

|Performance Task Description |

|Goal |For students to become more aware of how complex their body is and the importance of a healthy lifestyle. |

|Role |Song Writer & singer, test taker |

|Audience |Teacher, peers, parents |

|Situation |Students will create a song for a record label on one of the organ systems. Students will bring all knowledge acquired during the unit. |

|Product/Performance | Presentation & CD, exam |

|Standards |Literacy, numeracy, technology, human health |

|Other Evidence |

|      |

|Learning Plan (Stage 3) |

|Where are your students headed? Where have they been? How will you make |Students have last received information on the human organ systems in 7th grade. Therefore, during this unit all organ systems |

|sure the students know where they are going? |will be reviewed and covered in great detail. Informal and formal assessments will be given frequently during the lessons |

| |(constructivist approach). |

|How will you hook students at the beginning of the unit? |Skeletal – will show students raw cow bone and prompt questions |

| |Muscular – Students will use as many muscles as possible and try to answer how this works |

| |Cardiovascular – Show video of frog heart being exposed to different NT's and their effects |

| |Respiratory - Look at a picture of bicyclists and answer discussion questions |

| |Digestion – watch video (Organs of Digestion) |

|What events will help students experience and explore the big idea and |Skeletal – make hypotheses to two bone structures that have allowed for human evolution |

|questions in the unit? How will you equip them with needed skills and |Muscular – watch an animation about synapses |

|knowledge? |Cardiovascular – student active model of the heart |

| |Respiratory – class discussion on why and how do we breathe |

| |Digestion – create group organ presentation |

|How will you cause students to reflect and rethink? How will you guide them|Skeletal – looking at slides of osseous tissue |

|in rehearsing, revising, and refining their work? |Muscular - build their own models of NM junctions or sarcomere and progress to AP |

| |Cardiovascular - personal diagrams of the heart |

| |Respiratory - Breathing and Holding Your Breath Lab |

| |Digestion – group presentations about their organ and class review questions |

|How will you help students to exhibit and self-evaluate their growing |Skeletal – discussion about hypotheses of the form and function of microscopic components of the osseous slides |

|skills, knowledge, and understanding throughout the unit? |Muscular - analyze abnormal graphs of AP activity and evaluate the potential problems |

| |Cardiovascular – sheep heart dissection |

| |Respiratory – smoking editorial activity |

| |Digestion - progression through the digestive system on a Large Stick Memo Pad. |

|How will you tailor and otherwise personalize the learning plan to optimize |Providing a lot of hands-on/minds-on activities which can be differentiated easily and as needed |

|the engagement and effectiveness of ALL students, without compromising the |Provide accommodations/modifications of activity for any special needs students (special education, ELL, and gifted/talented) |

|goals of the unit? |Peer interaction (collaboration) |

| |Make it relevant |

|How will you organize and sequence the learning activities to optimize the |We organized the organ systems from external to internal. |

|engagement and achievement of ALL students? | |

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)

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