Download learning set 3 lesson 1

Learning Set 3: How are human body systems interdependent?
Lesson 1: How do human body systems function collectively?
Big Idea:
Interdependence
Driving Question:
Why do we need each other?
Focus Questions:
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How are things interdependent?
How do changes affect interdependence?
Where do we observe God’s purpose and order?
Essential Understandings:
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Nothing stands alone—we need each other.
God designed all of creation with purpose and order.
Human health depends on biodiversity.
Parts of the human body need one another
Supporting Question:
Learning Set 3: How are human body systems interdependent?
Lesson Title:
Lesson 1: How do human body systems function collectively?
OVERVIEW AND OBJECTIVES:
 Purpose
 Learning Objectives
 Assessment Criteria
Purpose: for students to observe ways that the circulatory and
respiratory systems are related in a xenopus
PREPARATION
 Set-up
 Materials
 Special Considerations
 Time
Students will…
--observe a xenopus tadpole and make conclusions about how
the respiratory and circulatory systems work together
--reflect on their investigation and possible errors
Set-up:
Materials: signs for the following systems: integumentary,
muscular, skeletal, cardiovascular, respiratory, urinary, nervous,
digestive, lymphatic, and endocrine; microscopes, xenopus
tadpoles, journals, pencils
Special Considerations: Students need to be properly instructed or
reminded on how to use a microscope
Time: 3 day (45 minutes each class period)
TEACHING STRATEGY
Whole group: Human Body Systems and Health activity
Individual: investigation reports
Small groups: QPOE2
Possible student misconceptions
Human body systems do not function collectively.
Readings and/or writing tasks
Links to driving question
Investigation set up and reflections
Students will see interdependence in the human body by seeing
ways that human body systems are related.
Day 1
1. (Activity from Human Body Systems and Health book, page
INSTRUCTIONAL SEQUENCE
 Introducing the Lesson
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Conducting the Lesson
Concluding the Lesson
Assessment
Homework
6): “Ask 10 students to hold up signs identifying each student
as an organ system (exclude reproductive system). Ask the
students to step forward if their system is involved in the
following activities: snoring (respiratory and muscular),
sweating (lymphatic and integumentary), jumping in fear
(muscular, skeletal, nervous, and endocrine), drinking
(muscular, digestive, and urinary), eating an apple (digestive
and muscular), and running (muscular, skeletal, circulatory,
cardiovascular, and respiratory). You may want to tell
students that some body systems, such as the nervous
system and the endocrine system, play a role in nearly all of
the body’s functions.”
2. Introduce investigation that class will be doing together.
“How are the circulatory and respiratory systems in a
xenopus related?”
3. Have students set up investigation in their journals. They
must have through “procedure” completed for class the
following day.
Homework: complete investigation set up
Day 2:
Complete investigation as a group.
Homework: complete investigation report if not finished in class
Day 3:
Complete QPOE2 in groups
Reflect on investigation as a whole class
Homework: none
Name
Interdependence
Think of 5-10 examples of interdependence. Fill the chart below with the objects, a brief explanation, and a sketch.
Objects
Explanation
Sketch