Brie Plott 1

BIO.5

Introduction
 Lesson Topic: Human Body Systems
 Length of Lesson: 90 minutes
 VA Standards of Learning:
BIO.5 - The student will investigate and understand life functions of archaebacteria,
monerans (eubacteria), protists, fungi, plants, and animals including humans. Key concepts
include:
d.) Maintenance of homeostasis
e.) Human health issues, human anatomy, body systems, and life functions.

Cognitive Objectives
Students will:
 Discuss how certain situations and environments effect body systems
 Research a specific body system
 Prepare a news broadcast on the organs, functions, and purpose of the researched body system
 Teach their classmates about their body system

Materials/Technology and Advanced Preparation

 Laptop with capability to project on screen
 Video – Effects on the Body Systems
 Powerpoint – Body Systems

Teaching and Learning Sequence

Introduction/Anticipatory Set
 I will play the Effects on the Body Systems video for the students.
 I will ask the students how the various body systems respond to each situation. The students
have had a brief introduction to human body systems in the previous class, so I want them to
activate that prior knowledge.
 I will guide the class discussion by asking about body systems the students hadn’t mentioned
and how they were affected.
Lesson Development
 Through a combination of direct instruction and questioning with a Powerpoint presentation, I
will instruct the students on the various systems of the human body.
 Students will have a hard copy of the Powerpoint slides to follow along and write additional
notes.
 I will break the students into five groups and assign each group a body system (digestive,
respiratory, circulatory, nervous, or reproductive system).
 I will explain the directions to the students:
o Each group is going to take a journey through their assigned system as a molecule.
o They are going to act as a news reporter and present a news broadcast on where they go,
what they see and do, and the body’s response to different environments.
 The students are to discuss each of their roles in the group and come up with how they want to
present their news broadcast.
 During the class period, I will walk around to analyze participation of each student, answer
questions, and give advice.
Brie Plott 2
BIO.5

Closure
 With a few minutes left of class, I will discuss with the students my expectations of where they
should be with their project.
 I will allow a few minutes for questions or discussion about the project.
 The students will have half of the next class period to finish up the project, and then we will
listen to each presentation.

Homework
 There is no homework, unless the students want to work on their project with their groups
outside of class – not required.

Assessment
Formative
 Through questioning during the lecture, I will assess whether the students are paying attention
and understanding the content.
Summative
 I will grade the news broadcast reports on creativity, accuracy, and how detailed the journey
was. Participation will also play a role in the students’ grades.