Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Essential Question: How our body as a whole functions smoothly? Time Allocation: 4 weeks (12 x 50 minute sessions)
Level 8 Science Achievement Standard: By the end of Level 8, students investigate different forms of energy and explain how energy transfers
and transformations cause change in simple systems. They use the particle model to predict, compare and explain the physical and chemical
properties and behaviours of substances. They describe and apply techniques to separate pure substances from mixtures. They provide evidence
for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation. They use equations to describe
simple chemical reactions. They analyse the relationship between structure and function at cell, organ and body system levels. They use
dichotomous keys to identify and classify living things. They explain how living organisms can be classified into major taxonomic groups based
on observable similarities and differences. They predict the effect of environmental changes on feeding relationships. They distinguish between
different types of simple machines and predict, represent and analyse the effects of unbalanced forces, including Earths gravity, on motion.
They compare processes of rock formation, including the time scales involved, and analyse how the sustainable use of resources depends on the
way they are formed and cycle through Earth systems. They model how the relative positions of Earth, sun and moon affect phenomena on
Earth. Students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be
applied to generate solutions to contemporary problems and explain how these solutions may impact on society.
Students identify and construct questions and problems that they can investigate scientifically. They plan experiments, identifying variables to be
changed, measured and controlled. They consider accuracy and ethics when planning investigations, including designing field or experimental
methods. Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and trends,
and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply
their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate scientific language and
representations to communicate science ideas, methods and findings in a range of text types.

Content Descriptions:
Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and
reproduce (ACSSU150)
Science as a Human Endeavour Scientific knowledge changes as new evidence becomes available, and some scientific discoveries
have significantly changed peoples understanding of the world (ACSHE134)
investigating developments in the understanding of cells and how this knowledge has impacted on areas such as health and medicine
discovering how peoples understanding of the nature of matter has changed over time as evidence for particle theory has become
available through developments in technology
considering how the idea of elements has developed over time as knowledge of the nature of matter has improved
Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE226)

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled
medical science to replace or repair organs
Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these
solutions may impact on other areas of society and involve ethical considerations (ACSHE135)
discussing ethical issues that arise from organ transplantation
Science understanding influences the development of practices in areas of human activity such as industry, agriculture and
marine and terrestrial resource management (ACSHE136)
recognising the role of knowledge of cells and cell divisions in the area of disease treatment and control
Science Inquiry Skills Science inquiry
involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting
evidence; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, drawing
valid conclusions and developing evidence-based arguments.

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Lesson sequence: Human body systems

Session What will students know What are the main learning Assessment task/ Instruction
Focus
(50 mins) and be able to do? activities? notes
1 -Unit Recalling key knowledge points (In group) Post the following This Engage activity serves as a
engagement: of previous unit, cell theory chart on the board or projection pre-assessment of prior
shifting from (cell, tissue, organ, organ device, encourage students list knowledge and possible
cells to body
systems system etc.) and built up as many examples as they misconceptions.
-Unit structure connection to prior knowledge can(ACSSU150)
introduce (ACSSU150) Allow students time to construct
the chart and fill it in. Monitor
students for prior knowledge or
misconceptions.

Differentiated levels: group

Gather students in groups to students with varied level - Roles
draw a human body shape and and Responsibilities for Groups
(icon)
fills it with as many as possible
organs they remember/know
from their prior learning or life
experience:

Understand the unit structure The completed activity sheets

(only 6 body systems will be could be reused at the end of the
introduced in this unit) unit for unit revision

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Session What will students know What are the main learning Assessment task/ Instruction
Focus
(50 mins) and be able to do? activities? notes
Know our bodys function Using Manikin (Mr.
relies on good cooperation Handsome) story to
among all body systems holistically introduce our
(ACSSU150) body is a whole functioning
factory (ACSSU150)

2 Know the procedure of Teacher demonstration: whole Differentiation: Some students

dissection(ACSHE134) rat dissection might more easily feel sick when
Whole rat (ACSHE226) watching real dissection, it would
dissection be better to pre-prepare virtual
Enhance their
dissection in advance
understanding of our body Cyber-rat dissection
functioning as a whole
(ACSSU150)

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Session What will students know What are the main learning Assessment task/ Instruction
Focus
(50 mins) and be able to do? activities? notes

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Session What will students know What are the main learning Assessment task/ Instruction
Focus and be able to do? activities?
(50 mins) notes

3
Identify the function of the
circulatory system by exploring
how the heart works
(ACSSU150) (ACSHE134)
(ACSHE226)
Circulatory
system
Understand the relationship
between physical activity and
pulse rate
Demonstrate to students that a
persons pulse can be taken at c
ertain points on the body. Some
of these points are the inner
part of wrist, side of the neck,
side of head (temple),
underarm, and back of knees.
What is the relationship between
Group them to do the Part A
activity
After completing the activity,
facilitate a discussion on the
following questions. Instruct
students to copy and answer the
questions in their notebooks.
Ask:
physical activity and pulse rate?
(The amount of physical activity
causes the pulse rate to go up.)
Why do you think activity caused
the heart to pump faster? (The
muscles need more oxygen,
signalling the heart to pump faster.)

Differentiation: Students with

some types of physical limitations
may not be able to perform all
portions of this activity. They may
be able to use other body
movements, such as arm swinging,
to replace parts of the activity.
Adapt the lesson to fit the physical
needs of your students.

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Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
Watch the video- flow through
the heart
Students fill in the Human
body system chart (would be
used as students self-
revision/note for the whole
unit)
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Ask students:
What organs allow the
circulatory system to function?
(The heart, blood vessels (arteries
and veins), and blood allow the
circulatory system to function.)
What is the function of the
circulatory system? (The
circulatory system transports
nutrients and oxygen to the cells of
the body and removes wastes.)
What body systems work
together to help the circulatory
system? (The circulatory system
depends on the muscular system to
pump the blood- the heart is made
of cardiac muscle. It also depends
on the respiratory and digestive
system to provide the nutrients and
oxygen needed for the cells and on
the excretory system to remove
wastes from the bloodstream.)
Allow students time to modify
their notes
 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
Session What will students know
Focus and be able to do?
(50 mins)
Descript the inhale and exhale
process in lungs (ACSHE134)
(ACSHE226)
Name key component of
Respiratory system
Understand the significance of
Respiratory system to our
Respiratory whole body (ACSSU150)
4
system
Digestive system Descript the process of
food digestion in our body
(ACSSU150)
5 fats, proteins, and
Explain the reason of
keeping a healthy diet
(ACSHE135) (ACSHE136)
Know how to make a food
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What are the main learning
activities?
Conduct the activity: Model of
the Lung, assist students to
complete the models and
record observations
Project the Anatomy of
Breathing Simulation for
students to observe and analyse
how the respiratory system
functions
Students continue filling in
their Human body system
chart
Conduct the activity Modelling
Digestion Lab
-introduce the three food types:
carbohydrates
-suggest how to maintain a
good diet & its relevant health
issue, such as obesity regarding
to Australias huge obese
Assessment task/ Instruction
notes
After completing the investigation,
simulation, and notes, facilitate a
discussion on the following
questions. Ask: What organs
allow the respiratory system to
function? (The lungs, trachea, and
diaphragm allow the respiratory
system to function.) What is the
function of the respiratory
system? (The respiratory system
allows for oxygen and carbon
dioxide exchange.) What body
systems work together to help
the circulatory system? (The
respiratory system depends on the
muscular system to pull air into the
lungs- the diaphragm is a muscle.
It also depends on the circulatory
and digestive systems.)
Students will add an analysis
section to their investigation
observations and answer the
questions below. What did the
plastic bag represent in this
model? (Stomach) What did the
petroleum jelly represent in this
model? (Mucus lining) What did
the vinegar represent in this
Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
input plan for daily population
consumption (ACSHE134)
(ACSHE226) (ACSHE135) Conduct the activity Journal
(ACSHE136) of a Hamburger
Students continue filling in
their Human body system
chart
9
model? (Stomach acid) Which
type of food digested the quickest
in this model? (Bread or crackers)
Ask: What organs allow the
digestive system to function?
(The mouth, esophagus, stomach,
small intestine, large intestine, gall
bladder, liver, and anus allow the
digestive system to function.)
What is the function of the
digestive system? (The digestive
system breaks down food into a
form usable by the cells of the
body.) What body systems work
together to help the digestive
system? (The digestive system
depends on the muscular system to
move the food through the system-
the system is lined with smooth
muscle. It also depends on the
respiratory and circulatory
systems.)
 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
Session What will students know
Focus and be able to do?
(50 mins)
Experience how Excretory
system filter solid and liquid
waste (ACSSU150)
Understand the damage to our
body if our kidney could not
function smoothly
(ACSHE135) (ACSHE136)
6 Excretory system
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What are the main learning
activities?
Conduct the activity Filter it
Students continue filling in
their Human body system
chart
Assessment task/ Instruction
notes
What organs allow the excretory
system to function? (The kidneys,
ureter, bladder, and urethra allow
the excretory system to function.)
What is the function of the
excretory system? (The excretory
system removes waste materials
from the body.) What body
systems work together to help
the excretory system? (The
excretory system depends on the
circulatory system to move the
wastes from the cells and deliver
them to the kidneys. It also
depends on the respiratory system
to remove carbon dioxide from the
body. The skin can also remove
salt from the body by sweating.)
 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
Session What will students know
Focus and be able to do?
(50 mins)
7 Skeletal and
Muscular system
Demonstrate how muscle and
bones support our daily
movement (ACSSU150)
How to maintain strong and
healthy bones(ACSHE134)
(ACSHE226)
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What are the main learning
activities?
Conduct group activity Know
your bicept
1. place one arm in the muscle
builder position. Instruct
them to place one hand
around their opposite upper
arm so that the thumb is on
bottom and the other four
fingers are on top. Feel for
the biceps on top of the
upper arm and triceps on
the bottom.
2. Instruct students to bend
and flex their arm several
times while sensing the
movement of both muscles
with the hand that is
wrapped around the arm.
Students should record
their observations in their
science notebooks.
3. Working in pairs, students
will measure the length of e
ach others biceps when the
Assessment task/ Instruction
notes
Misconception: Students may
think that bones are solid, that they
dont have spaces.
Ask students: How did the biceps
and triceps change as you bent
and straightened your arm?
When the arm was extended, the
biceps would lengthen and the
triceps would contract (shorten).
The reverse would occur when the
arm was bent. How do the skeletal
muscles cause bones to move?
Muscles are attached to bones by
tendons. The muscles work in pairs
and pull against the bone to cause
movement. When one muscle
contracts, the other relaxes. What
did your finding about the
thickness of the upper arm
suggest about how muscles
work? The thickness of the arm
stayed almost the same. The
muscles alternate flexing and
extending, taking up the same
amount of space in either position.
Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

ir arm is bent (not flexed)

Manage to dissect chicken
wings to observe the inner
structure of skeletal and
4. Repeat the process for the
muscular
connection(ACSHE134)
5. Still working in pairs,
(ACSHE226)
6. Each student will then
and when it is straight.
(Model the process for
students.) Students will
need to construct a data
table and record the data in
their science notebooks.
Monitor students
throughout the process.
triceps.
students will measure the
width (thickness) of the
upper arm when the arm is
extended to the side.
Students will record these
measurements on the data
table. Continue to monitor
students.
bend their arm, to tighten
the muscle (flex, like a
body builder). Each pair
will re-measure the muscle
and record the data.
Ask: What organs allow the
muscular system to function?
(Cardiac, smooth, and skeletal
muscles, tendons, ligaments) What
is the function of the muscular
system? (Allow the body to move
and aid in circulation and
digestion) What body systems
work together with the muscular
system? (The muscles need food
from the digestive system and
oxygen from the respiratory system
delivered by the circulatory
system. They also depend on the
circulatory and excretory system to
remove waste products.) What is
the function of the skeletal
system? The function of the
skeletal system is to provide
structure and protection for the
body. It contains resources to
generate new blood cells. What
are the organs of the skeletal
system? Bones and joints How are
the bones of the skeletal system
held together? Our bones are held
together by ligaments. Ligaments

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Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

are stretchy bands of tissue that

hold bones together, allow joints to
move, and stabilize them so they
stay properly aligned. What body
systems work together with the
skeletal system? (The circulatory
system transports blood to and
from bones; the digestive system
Instruct students to sketch their
pro
biceps and triceps and label the
major components of how the
skeletal muscles cause bones to
move (tendons). It may be
helpful to post the vocabulary
necessary on the board for
students who may need
assistance (Eg. Tendons-
allowing muscle and bones to
work together).

Students do the chicken wing

dissection and write down their
observation
Students continue filling in
their Human body system
chart

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Session What will students know What are the main learning Assessment task/ Instruction
Focus and be able to do? activities?
(50 mins) notes

investigating developments in Conduct the issue debate Preparation: students barely know
activity what is opt-in or opt-out system in
the understanding of body
Group discussion helps organ donation field. It would be
systems and how this better to introduce them with
students figure out their
knowledge has impacted on necessary background information
stands
areas such as health and After completing group and what policy Australia has
medicine (ACSHE134) work, individual debate adopted.
(ACSHE226) (Science Inquiry will follow up to improve
Skills Science inquiry) students critical thinking
considering how advances in skill
8 Organ donation
technology, combined with
scientific understanding of the
functioning of body systems,
has enabled medical science to
replace or repair organs
(ACSHE134) (ACSHE226)
(Science Inquiry Skills Science
inquiry)

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package
Session What will students know
Focus and be able to do?
(50 mins)
represent and interpret
information in graphic form
(ACSHE134) (ACSHE226)
(Science Inquiry Skills Science
inquiry)
use different forms of models
to display how systems
operate(Science Inquiry Skills
Science inquiry)
Body systems-
9 -10
Inquiry project
demonstrate ethical,
responsible, cooperative
behaviour(ACSHE135)
(ACSHE136)
explain the functioning of
different human body systems,
and the roles of the
corresponding systems
(ACSSU150)
What are the main learning
activities?
Students would:
-In groups, brainstorm ways of
present their assigned body
systems
-Discuss materials are needed
(group)
-Making their presentation (group)
-Write a report (personal)
15
Assessment task/ Instruction
notes
Project: Body Systems Inquiry
project
Identify the individual
functioning and processes of
the systems of the body
Provide examples of how
healthy life style decisions
influence the proper
functioning of the body
Provide examples of how
knowledge of the body is
valuable to life beyond the
classroom does it connect to
a future career, a hobby or
sport, your personal health or
perhaps a medical issue in your
family?
Investigate the inquiry process
and identify a few basic
strategies of asking questions,
setting goals and developing
dialogue on a deeper level.
 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Session What will students know
Focus
(50 mins) and be able to do?
enhance their knowledge of
different functions of different
body systems (ACSSU150)
demonstrate verbally or
visually how the systems of the
body work together to maintain
a healthy body (Science
-Project Inquiry Skills Science inquiry)
11-12 presentation
-Unit revision
identify the individual
functioning and processes of
the systems of the body
(Science Inquiry Skills Science
inquiry)
What are the main learning
activities?
Each group presents their final
products to class
Assessment task/ Instruction
notes
Employ students project
presentation as unit
knowledge enhancement of
how the systems of the
body work and work
together can connect to a
persons health and
wellness.
Connecting students
understanding of the body
to how it is valuable to their
future. There are so many
aspects of life, either
personal, professional or
past times, that are
influenced by your
knowledge of the human
body.

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 Xunyu Li (110163917) EDUC 5193 SP5 2016-Teaching Package

Reference
Stannard P & Williamson K 2012, Scienceworld 8, 1st edn, Macmillan Press, Malaysia.

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