Lesson Plan 1 (Full Lesson)
Day: WED Date: 11th Feb 2015 Time: 3rd Period
Learning Area: Science
Year: 9
Topic: Excretory system
Curriculum content description: (from ACARA)
*Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their
environments
Students’ prior knowledge and experience:
(Outline what the students already know about this topic)
Students have explored the digestive system and understand the link between consuming food, to then absorbing
nutrients to then producing wastes in the process
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
- Be able to diagram the urinary system and label
- Understand the body produces waste and they are excreted
- Be able to describe the main excretory organs and their wastes (Lungs, Skin, Liver and kidneys)
- Students will also be able to link changes in their environment (in this lesson students will be able to link the
amount of water and salt consumed and the consequent effect on the urine concentration and how the kidneys will
adjust according to this change)
Learning objectives:
Evaluation:
On completion of this lesson, students will be (Explain how you will know that lesson objective have
been achieved / monitor student learning)
able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
1) Understand the body excretes waste through
excretory system (namely lungs, skin, liver and
kidneys)
2) Name wastes each organ excretes
3) Describe the process of urine production
(kidney functions)
4) Discuss urine composition in relation to
everyday life and variation in the amount of
water consumed as a direct example
-Students can answer my whole-class questions
-Students can help label the organs involved
-Distribute quiz
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
-
Need 500 ml of dilute apple juice (to represent dilute urine and to show how much urine our bladder
holds) in a 800ml beaker
250 ml of apple juice to represent concentrated urine in a 800 ml beaker
Need whiteboard with human body and organs (refer image)
Have this on board before class:
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
-
Ask class questions after viewing the u-tube video on the kidneys and urine, and always give time for all
students to respond to the questions
Have extension questions for those who think a little further beyond the content
Timing: Learning Experiences:
1.
Introduction:
(How will I engage the learners?)
(5 MINS)
So we all have looked at the digestive system- please tell me what this ended up producing THAT
PLOPS INTO THE TOILET BOWL?......
faeces
Please remember the process of getting rid of this waste is called defecation
Have image of Bristol poo chart on the laptop:
We do different poo depending on what we consume and lifestyle
It is very important that our bodies produce and excrete wastes efficiently and so they don’t keep
building up in our bodies and we become ill and unable to function!
Today are going to explore what other wastes the body produces by excretion…..
2.
Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)
(5-10 mins)
QUESTION:Can anyone tell me what other wastes our body produces??
Then thank them
Show them the whiteboard image (refer picture in the resources section of this plan)- get them to
note the wastes of each main organs
Lungs- carbon dioxide and water
Skin- sweat urea
Kidneys- urea, salts, water which is urine
Liver- urea and bile
(5mins)
u-tube kidney and urine video (closer look and pause half way and get them to copy diagram of
urinary system
(15mins)
Discussion on kidney after video
Quiz what kidney filters? Blood and what structure does it? Nephron (tell them 1 million in each
kidney! And that 50 L blood filtered a day, whoch is 600 2L milk cartons!!)
Use kidney model from the lab and show parts of kidney and get them to draw and label a kidney
(cortex, medulla, renal pelvis, renal vein and renal artery)
Then chat about our urine and how it varies on diff days:
So now I want you to all think about when you go to pass urine in the toilet…… pause……
If you have not been able to drink much water what colour has it been?
What does this mean? Will there be less water in you urine?
Let us now do an imagination exercise:
You all urinate and now I drop you into the desert, and it is so hot you can feel burn on your back,
and now I want you to chat to person next to you and tell them what you think the body will start
doing in relation to excretion??
Then ask around the class
Then say now I remove you from the desert and you go to the toilet…..
What happens?
Volume…low
Concentration high
Why?
Kidneys hold onto water for survival- kidneys regulate water levels in body
Leave on desks as you leave and for homework google the liver and write down 3 things it does to
help excretion of wastes from our bodies?
3.
Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
Relate to own body when asked a question and think what is does with wastes and excretion
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
-Went really well and all students were engaged and loved the beaker of apple
juice and thought it was urine
-They liked u tube video and participated and listened really well
Only thing I could have done was had extension plans and back up plans
because finished 25 mins early
-Ended up doing their homework in class so that was ok (had to think on my
feet)- good practice