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The human body performs multiple functions simultaneously. The body systems responsible for
carrying out these functions are innately linked together and all are required to keep the body
healthy and functioning.
Stage 4, LW3: Multicellular organisms contain systems of organs that carry out specialized
functions that enable them to survive and reproduce.
e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory
systems in maintaining a human as a functioning multicellular organism.
Lesson Objectives
Worksheets (Resource 1) to be printed and ready Allergies need to be taken into consideration
for class. for biscuits. Choking hazard for balloons
Apple for probing question. and biscuits.
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The human body performs multiple functions simultaneously. The body systems responsible for
carrying out these functions are innately linked together and all are required to keep the body
healthy and functioning.
Stage 4, LW3: Multicellular organisms contain systems of organs that carry out specialized
functions that enable them to survive and reproduce.
e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory
systems in maintaining a human as a functioning multicellular organism.
WS6 f. performing specific roles safely and responsibly when working collaboratively to
complete a task within the timeline
WS7.1 c. extracting information from diagrams, flowcharts, tables, databases, other texts,
multimedia resources and graphs including histograms and column, sector and line graphs
Lesson Objectives
Students learn about the skeletal/muscular, respiratory, circulatory and digestive system in more
detail and begin to understand how the systems are connected. Students to work in groups to
design a PowerPoint presentation on a specific body system and how it can be related with
another body system.
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http://teenshealth.org/en/teens/your-
body/
http://www.healwithfood.org/
The human body performs multiple functions simultaneously. The body systems responsible for
carrying out these functions are innately linked together and all are required to keep the body
healthy.
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Stage 4, LW3: Multicellular organisms contain systems of organs that carry out specialized
functions that enable them to survive and reproduce.
e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory
systems in maintaining a human as a functioning multicellular organism.
WS6 f. performing specific roles safely and responsibly when working collaboratively to
complete a task within the timeline
WS9 a. presenting ideas, findings and solutions to a problem using scientific language and
representations using digital technologies as appropriate.
Lesson Objectives
Students to complete their presentations and are ready to present this lesson.
Students present their knowledge as PowerPoints. Each group to be given reflection questions
based on their presentations. Students to compare their scientific knowledge before this unit of
work and after to encourage reflection.
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As the groups
consultant it was my
job to find out how
the digestive system
works together with
another system. The
muscular system
benefits from the food
that gets broken down
as an energy source,
the bones also benefit
from nutrients we get
from food such as
calcium.
Students to write
down key points from
other group
presentations in their
workbooks.
As part of their
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assessment students
are required to answer
the questions the
teacher asks of them
in the following
lesson.
10 Evaluate: I would like to allow some Students to discuss The ideas board
mins students to come up to the ideas board their ideas relating to acts as an informal
and change or update any information body systems. way for students to
they think is incorrect or needs to be Changing terminology be reflective with
added to our knowledge of body where appropriate and their learning and
systems. using the ideas board allows students to
appropriately to help challenge their
Select students to come up to the board. develop scientific previous ideas and
literacy and build or change
Allow students to discuss ideas, knowledge. them. Formative
facilitate where necessary and correct Assessment.
students where needed.
3 mins Wrap Up: Great job with your Students write down
presentations class, I have a question question to answer
that I would like everyone to think about next lesson.
and answer next lesson.
Student groupings will allow for students with mixed ability levels to interact and work with
different students. The group sizes have taken into consideration that some students with lower
abilities may require extra support or help from their peers.
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This resource is designed and formatted for 2 pages and is used for the first group
activity. [Resource 1]
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In this challenge we are trying to find out who has the biggest lungs!
Follow the following instructions and observe what happens to the chest and stomach of
each student in your group.
1. Each student is to take 1 balloon only
2. Take 1 deep breath
3. Exhale to blow up the balloon
Observations
1) What was happening to your group members chest/stomach as they inhaled/exhaled?
2) What body system do the lungs belong to and what is their role?
This activity will require students to record their resting pulse and after running on the
spot for 30 seconds. Use a stopwatch to record your data.
1. Place your index finger and middle finger gently on your neck until you feel a pulse.
2. When you are ready start the timer and record your resting pulse.
3. Run on the spot as fast as you can for 30 seconds.
4. Take your pulse as soon as you finish and record your pulse after running.
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During this activity you will work in pairs. Take a 2 biscuits per person and complete the
following steps.
1. Write down how the biscuit feels.
2. Chew the biscuit and pay attention to what is happening to it
3. After you have chewed the biscuit how does it feel in your mouth
4. Swallow the biscuit and write down all of your observations.
This resource is designed and formatted for 9 PowerPoint pages and is used for the
Explain Phase. [Resource 2]
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This resource is designed and formatted for 2 pages and is used for the group
presentation, it includes a marking guide with outcomes. [Resource 3]
The Mission: You have been chosen as a panel of experts in your field to carry out research
on one human body system. Each team will have a different system to research, these
include the digestive, circulatory, respiratory and skeletal/muscular systems. As a team you
will present your findings in a short presentation for 3-5 mins with each team member to
deliver a portion of the presentation.
The following links have been provided for you to assist with your information:
http://teenshealth.org/en/teens/your-body/: click the Body link in the left column and select Body
Basics Library and select Body Basics Library from here work through your body system or
search using the search bar.
http://www.healwithfood.org/: will be able to assist with suggestions for dietitians.
http://www.teachpe.com/anatomy/short_term_effects.php : this will give trainers a starting point,
think creatively as your activity may not directly improve your body system.
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Any questions or difficulties that groups are experiencing need sent through the consultant so
they can bring questions to other groups or the head collaborator (the Teacher )
Note: Reference any resources that you use.
Students must:
1) Describe their body system and have each group member participate in the
presentation.
2) Each professional must talk about their research findings.
3) The presentation must include images.
4) Presentation needs to be within 3-5 mins
5) Students need to answer reflection questions (Must be completed to receive mark)
Outcomes:
LW3: Multicellular organisms contain systems of organs that carry out specialized
functions that enable them to survive and reproduce.
WS6 f. performing specific roles safely and responsibly when working collaboratively
to complete a task within a timeline.
WS9 a. presenting ideas, findings and solutions to a problem using scientific language
and representations using digital technologies as appropriate.
Marking Guide:
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The 5E lesson sequence follows the 5E model, which includes the following phases:
Engage, Explore, Explain, Elaborate and Evaluate (5Es) (Sickel, Witzig, Vanmali &
Abell, 2013). Each phase, engages the learner in purposefully created lessons to
enhance students learning outcomes. Vygotsky (1978), discussed the need for social
learning and that deep learning occurs through internalizing conflicting ideas (Sickel
et al., 2013). The 5E sequence allows learners to challenge their own prior
knowledge and work through misconceptions and build knowledge through this
conflict. Ergin (pg. 14-20, 2012), states the 5E model is based on a constructivist
of learning and not teaching. The constructivist approach, is one that implements
(Baviskar, Hartle & Whitney, pg. 541-550, 2009). This cognitive dissonance, can be
also include eliciting knowledge, the application of knowledge and reflection, which
can be closely related to the 5E lesson sequence which incorporates these ideas
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through the 5Es (Baviskar, Hartle & Whitney, 2009). Ergin (2012), suggests,
experiences and interaction. The teacher needs to know their content to be able to
academic construct that defines the relationship between teaching and learning, and
that teaching requires much more than just content knowledge, and that student
learning is far more complex than wrote learning (Loughran et al., 2012). That is not
to say that teachers do not need to fully understand their content, however, it is the
synthesis of teaching praxis and learning praxis to achieve meaningful learning and
insightful assessments that connect the learning in a way that accommodates for
diverse interests, understanding and ability (Park & Chen, 2012). Formative
enhance learning and can occur during the lesson (Bell, Cowie, Bronwen & Ebrary,
2002). Formative assessments, such as probes, used by Keeley et al. (2007), allow
the assessment to be for learning, rather than of learning, in this way we can use
knowledge and create cognitive dissonance. Assessments are essential for learners,
Bell, Cowie, Bronwen & Ebrary (2002) highlight the importance for student self-
confidence, success and pride in their work, the importance of their learning and the
The 5E lesson sequence that has been designed for Stage 4 closely incorporates
current theory to inform the lesson. The Engage phase, incorporates eliciting
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knowledge from students to help the teacher know how to better assist the students
in their learning outcomes, this can be related to the constructivist approach, PCK
and the 5E model. The engage phase also encourages students to be at the center of
their learning with the teacher facilitating. The Explore phase, allows students to
activities. Students are able to further investigate the question asked of them in the
Engage phase to allow the lesson to flow. The Explore phase, should introduce the
answers with the teacher not providing any information at this point (Baviskar,
Hartle, Whitney, 2009; Ergin, 2012). The Explain phase, allows students to confront
their conflicting ideas from the questions during their activities, with the teacher
providing terminology and new content to help build their conceptual knowledge.
The Elaborate phase, can be seen to further develop and build their knowledge in a
way that allows students freedom to explore through additional content. The
assessment task, this presentation will be a way for students to have pride in their
new knowledge. The Evaluate phase, is used as the final presentation and a
reflection on the classes collective knowledge and how they have changed over the
lesson sequence with verbal feedback being provided consistently throughout the
lessons (Dixon & Worrell, 2016). The activities have been created in a way that
enables students to build and develop their scientific literacy and enhance their
team work.
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ongoing feedback, this is also for scientific terminology which can be seen in
resource 2, the PowerPoint used for the Explain phase. Students have been provided
with worksheets that require them to write their observations, and whilst minimal
students are required to use stopwatches and count their pulse and record data in a
table. This encourages students literacy and numeracy skills directly by getting
them to write and interact with numbers. The ideas board (a whiteboard with paper
that can fold over to allow easy access to previous ideas) is used to reflect on
students growth with the specific emphasis on scientific terminology (literacy) and
accountability for their learning and will allow them to create their own
C) Consider your 5E unit as being situated in a school term. How could your 5E
program?
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This 5E unit was designed as the initial introduction to the body systems with the
intention being assessing students prior knowledge and letting students reflect on
their growth to give students a greater sense of accomplishment from seeing their
ongoing learning achievements. This unit could follow a chemical world (CW) / food
based unit of work which would link the importance of CW content to the human
body. The physical world unit of forces could be used to explain the human body and
the various types of ways we interact with the world. Understanding the human
body systems would enable students to link real world phenomena to themselves as
References
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Baviskar, S., Hartle, R., & Whitney, T. (2009). Essential Criteria to Characterize Constructivist
Teaching: Derived from a review of the literature and applied to five constructivistteaching
Bell, B., Cowie, Bronwen, & Ebrary, Inc. (2002). Formative assessment and science
education (Science & technology education library ; v. 12). London ; Dordrecht: Kluwer
Academic.
Berry, A., Friedrichsen, Patricia J., editor, Loughran, John, editor, & Ebooks Corporation.
Keeley, P., Eberle, Francis, Tugel, Joyce, & Ebrary, Inc. (2007).25 more formative assessment
probes (Uncovering student ideas in science ; 2). Arlington, Va.: NSTA Press.
Lofts, G., Evergreen, M. J. (2011). Science Quest 8: Australian Curriculum Edition. Milton,
Loughran, J., Berry, Amanda, Mulhall, Pamela, & Ebrary, Inc. (2012). Understanding and
developing science teachers' pedagogical content knowledge (2nd ed., Professional learning ; v.
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Mohr, K. A. J., Dixon, K., Young, C. (2015) Effective and Efficient: Maximizing Literacy
Park, S., & Chen, Y. (2012). Mapping out the integration of the components of pedagogical
content knowledge (PCK): Examples from high school biology classrooms. Journal of Research
Sickel, A., Witzig, J., Vanmali, S., & Abell, B. (2013). The Nature of Discourse throughout 5E
Lessons in a Large Enrolment College Biology Course. Research in Science Education, 43(2),
637-665.
Watson, C., Aylmer, W. (2003). Heinemann Interactive Science 2. Port Melbourne, VIC:
Heinemann
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