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Lesson Plan Overview
Cohort 2
February Training
Teacher Name(s): Susan Giallombardo
School: Beverly High School
Lesson Title: You Can’t Beat the Body Systems!
Unit: Human Body Systems
Lesson Duration: One to Two Weeks
Prep Time: Ongoing
Grade: 9th Grade Strategies-Based Program – Biology Concepts
Topics Keywords: body, body systems, digestive system, circulatory system, respiratory system,
nervous system, muscular system, skeletal system
Lesson Overview: Students will choose a human body system as outlined in curriculum
frameworks. They will create a book to explain their system. Emphasis will be placed upon
identifying/recognizing the body parts and their functions using the appropriate
vocabulary/terms relating to the system. Students will demonstrate knowledge of their system
and be able to present it to the class. In addition, they will be able to “connect” their system to at
least one other system and explain the benefits/necessity of being “connected.” Finally, students
will provide three do’s and don’ts of how to keep their systems working without breaking down.
Which systems are you going to focus upon? What kind of criteria are you going to use to see if their
answers are accurate? How many different rubrics will it take to assess their work, one for each body
system? You should likely try creating one and then evaluated it as a way to create a rubric for this
activity.
Frameworks: Biology 4.1-4.5
Assessment Instructions: Ongoing assessment using familiar a checklist format as students are
gathering materials/info/photos/images for their books. Students will be assessed according to
deadlines and how efficiently they utilize their class time as well as their ability to navigate the
Macbook and applications to create their projects. Students will be evaluated on the accuracy of
information they use. Finally, they will be assessed on their presentations according to familiar rubric.
Do you have examples? What is the ongoing checklist? How will you evaluate their accuracy…will
they hand them in each day and you correct each one as they go? Which familiar rubric are you
referring to?
There seems to be a lot missing from this draft. I am not sure how to comment on what isn’t here.
MCAS Questions: There may be more that pertain, but these are the ones chosen initially.
2007:
What is the primary function of the large intestine?
A. to digest proteins
B. to absorb nutrients
C. to break down complex carbohydrates
D. to remove water from undigested waste
Capillaries are part of which body system?
A. skeletal system
B. nervous system
C. digestive system
D. circulatory system
Which of the following is one of the functions of the human skeleton?
A. producing hormones
B. bringing gases into the body
C. removing waste from the body
D. providing a site for blood cell formation
Which of the following is the basic structural unit of the nervous system?
A. axon
B. neuron
C. red blood cell
D. white blood cell
2008:
**Which of the following is a correct order in which air moves through the human respiratory system when
a person inhales?
A. nose, larynx, trachea, pharynx, bronchi, lungs
B. nose, pharynx, larynx, trachea, bronchi, lungs
C. pharynx, bronchi, nose, larynx, trachea, lungs
D. pharynx, nose, trachea, bronchi, larynx, lungs
**The diagram below shows the locations of the pituitary gland and the kidneys in the human body.
The pituitary gland can release a substance into the bloodstream that signals target cells in the
kidneys to reabsorb more water. The released substance is an example of
A. an enzyme.
B. a hormone.
C. a neurotransmitter.
D. a vitamin.
**The digestion of dairy milk or soymilk provides the body with important nutrients.
a. Describe how the digestive system converts the carbohydrates, proteins, and fats in dairy milk or
soymilk into nutrients that can be used by cells. Include the body parts and organs involved.
b. Describe how the nutrients in the digestive system are made available to cells throughout the
body after digestion has occurred. Include the body parts and organs involved.
**Unlike dairy milk, soymilk provides some of the body’s daily requirement for iron. In which of the
following functions of the human body does iron serve a primary role?
A. conducting nerve impulses
B. strengthening bone structure
C. causing muscle fibers to contract
D. helping transport oxygen in the blood
Essential Questions:
1. Can human body systems operate independently of one another? Why or why not.
2. How can we help our body systems work better?
3. Why is there an order to all systems?
4. What would happen if one step in a system is skipped or blocked?
5. What are some ways that people harm their different systems?
Seems to me there is quite a bit of scaffolding that needs to be provided to children for them to author a
book on such questions. What is done in the line of instruction to help them with this?
Activities and Procedures:
1. Introduction of Human Body Systems
2. Video of human body systems with pause and questions
3. Choose your system – student must explain why they want a certain system. Teacher will have
last say.
4. Learn how to make a book in iBook
a. Use projector in Gary’s room for demo
b. Gather information/images for book – using Macbooks
c. Learn how to save on flash drive
d. Organize format for consistency – using graphic organizers
e. Make it personal – add details like personal photo, etc. to make it unique
5. Schedule sessions with teacher/aide to view and edit
6. Consult checklist for completion of tasks with teacher/aide
a. Homework assignments
b. Classroom work
c. Computer lab work
d. Organization/Time management
e. Accuracy/Independence
f. Presentation feedback form
7. Presentation of Project (using flash drive)
a. To class
b. To one teacher of their choice
c. To parents/people at home
d. Complete feedback form of presentation
This skeleton is a good start for accomplishing 1 – 7 but I would need to see a lot more detail on
the lesson to be able to offer any constructive feedback that would be helpful.
Keep on refining your thoughts on this lesson. It can turn out to be a good one!
Extensions and Modifications:
Students will explore how other organisms use organs/systems to live comparing simplicity v.
complexity. The question: Which is better – a simple system or a complex system? How might
future human systems become simpler?
Materials or Resources Needed For Lesson:
Macbooks
Project packet
Individual flash drives
Computer access at home
Computer lab at school
Web Sites Used:
http://www.kidskonnect.com/content/view/337/27/
http://www.sciencenetlinks.com/interactives/systems.html
http://library.thinkquest.org/11965/html/cyber-anatomy_systems.html
www.fccps.k12.va.us/gm/GMHS/faculty/PepperWebsite/human%20organs%20and%20syste
ms.ppt
http://kids-learn.org/susansilverman/systems/index.htm
http://kidshealth.org/kid/htbw/htbw_main_page.html
References:
 Massachusetts Department of Education website for MCAS questions
 Websites above used for references
 AGS Biology Textbook
 Exploring Life and biology.com (textbook used in some Biology classes at BHS)
 iLife Tutorials