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6.human Physiology
6.human Physiology
Human Physiology
Teacher(s) Sreekala Subject group and Group 4 - Biology
course
Topic 6: Human physiology
Course part SL or HL/Year 1 or 2 SL Year 1 Dates Feb - April
and topic
Digestion and Absorption, The blood system, Defence 20 hours
against infectious diseases, Gas exchange & Neuron and
synapses
Research into human physiology is the foundation of modern medicine. Lab activities related with the respirometer, measuring the tidal volume,
Body functions are carried out by specialized organ systems. comparison of heart rate between the resting stage and while doing the exercise.
The structure of the wall of the small intestine allows it to move, digest
and absorb food. The chemical digestion is explained to the molecular Drawing the and labelling of structure of heart, lungs, neuron and transmission of
level and the absorption of the nutrients shows the connection with impulses.
membrane transport of the chapter 1.
The blood system continuously transports substances Class test
to cells and simultaneously collects waste products. This topic briefly
describe the histology of heart muscles and how it facilitates the cardiac Summative assessments
cycle/
Term Examinations: Questions for
The skin and immune system resist the continuous threat of invasion by Paper1 MCQ
pathogens with a detailed explanation of the working of T and B
lymphocytes and passive & active immunity with examples. Paper 2 Data Analysis, Factual and extended response questions.
The lungs are actively ventilated to ensure that gas exchange can occur
passively. It explains the physical activity involving the respiration Paper 3 : Section A questions
namely ventilation and gas exchange.
An outline of the transmission of the message, synapses modulate the
message are dealt in this chapter.
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Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Essential understandings
List here the key content/skills/concepts that students will know/developby the end of the unit.
Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.
Content-based:
Systems operate in isolation from each other.
Concept-based:
Stomach is most of the area below the belt. Intestines are in the stomach.
Fertilization happens in the vagina. The fetus does not need oxygen in the womb. The fetus does not produce waste products in the womb.
Joints bend Joints allow us to move (muscles)
Alcohol is a stimulant
Content-based:
What are the components of respiratory,circulatory and digestive system. What are the functions of these systems and their role in homoeostasis.
Skills-based:
Does the volume of the lungs change during inspiration and expiration
Outline the defence mechanism of our body? Students will make presentations on any system of their
choice and present it to the class
What leads to the clotting of wounds?
Students will learn to dissect heart and liver and then prepare
slides.
Resources
● Biology for the IB Diploma Course bookby Brenda Walpole ,Ashby Merson –Davies
● https://www.youtube.com/watch?v=LkJN4X6wysM
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Transfer goals
List the transfer goals from the beginning of this unit planner.
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?
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