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Context and Rationale

The forward planning document presented, guides and teaches the students content knowledge based on
cells, microscopes, and the body systems found throughout the body
...
The base
understanding is very important, as the microscopes are introduced so students can visually see what cells
look like, to identify the differences between a tomato, an onion, a human and a plant cell
...
This information provides the students with an insight into how humans move,
grow, excrete, and function throughout our daily lifestyle
...
This gives the
students an ability to combine the two systems and extend their learning to see how most of the systems
interact
...
The purpose of implementing the body systems in this order, is to provide the students a
link between each system
...
The
musculoskeletal works very closely to the circulatory system, as all movement and exercise conducted from
the body, is supplied from the circulatory system, as muscles need oxygenated blood to work sufficiently
...
Overall, cells are the
basic units of living things, that have specialised structures and functions
...


Year # 8
Term # 1
Science Unit Overview- Cells and Body Systems
Weeks

Topic Focus and Skills

Links to the
Curriculum

Assessment

Resources

1-2

Cells and Microscope
Observation
 Recognising the
history of cells
 Identifying
structures within
cells and
describing their
function
 Recognising that
some organisms
consist of a single
cell
 Different types of
microscope, with
differing
magnification
 Examining a
variety of cells
using a light
microscope,
tomato, onion and
banana
 Distinguishing
plant cells from
animal cells
 Cell division within
eukaryotes and
prokaryotes

SU:
ACSSU149

1
...
Retrieved from
http://scienceweb
...
edu
...
html

2
...
, Evergreen, M
...

Science Quest 8
...


3
...
, Williamson, K
...

Science World 2nd edition
...
The process of cell
division through
explanations and
diagrams

“Cell diagrams”- Worksheet

Digestive and Waste
Disposal System
 Identification of
body parts
involved with
digestive and
waste disposal,
and their roles
 The difference
between
mechanical and
chemical digestion
 Teeth involved
through digestive
system
 Types of digestive
enzymes and their
function
 Types of excretion
from the body
 Role of kidneys
within the
excretory system
 Role of liver within
your body

SU:
ACSSU150

3-4

“Main components of a cell” Worksheet
Video- “The wacky history of cell
theory”
“Plant vs Animal cells”- Worksheet
“Cell division diagram” - Worksheet

1
...
Page 100Investigation 4
...
, Evergreen, M
...

Science Quest 8
...

Stannard, P
...
(2012)
...

Video- “How the digestive system
works”

3
...
Formative
assessment and
questioning within the
life-sized body
diagram explaining
the digestive system

“Digestion enzymes” -Worksheet

“Handout of Teeth” -Worksheet

“Enzyme breakdown” -Worksheet
“Types of bodily excretions”Worksheet

5-6

7-8

9-10

Respiratory System
 Identification of
body parts
involved with the
respiratory
system, and their
roles
 Diffusion of
oxygen into the
blood and release
of carbon dioxide
 Pathway of
oxygen and
carbon dioxide
throughout the
body
 Oxygenated and
deoxygenated
blood flow through
the heart
 The effect of
asthma on the
body, and causes
of asthma

SU:
ACSSU150

1
...
, Evergreen, M
...

Science Quest 8
...

Stannard, P
...
(2012)
...

Video: “Respiration System Song”

2
...
The accuracy and
correct formatting of
the heart element,
identifying how
oxygen and carbon
dioxide travel through
the heart

Book: Science quest 8, Australian
Curriculum, 2nd edition
...
“Fingers Up”
strategy, depending
on how well they
understand the
activity

Musculoskeletal System
 Identification of
the 13 main bones
in the body
 Identification of
the 10 main
muscles in the
body
 Identification of
the 4 main joints in
the body
 Function of
skeletal system
 Differences
between
Osteoporosis vs
Osteoarthritis

SU:
ACSSU150

Circulatory System
 Substances that
are found within
the blood
 Identification of
the different types
of blood cells
 The difference
between arteries,
veins and
capillaries
 Identification of
how the blood
flows through the
heart
 The elements of
the heart
 Types of blood
pressure

SU:
ACSSU150

1
...
Application of
bones, joints and
muscles within
sporting activities

“Aspects of asthma”- Worksheet
“Breathing observations, Asthma
suffering individual vs normal
individual”- Worksheet
Lofts, G
...
(2015)
...
Australian
Curriculum 2nd edition
...
, Williamson, K
...

Science World 2nd edition
“Major bones within the body”Worksheet

3
...
Blood pressure
experiment,
measuring and
recording blood
pressures- Written
report

Lofts, G
...
(2015)
...
Australian
Curriculum 2nd edition
...
Blood cell
PowerPoint
presentation

“Types of blood cells within the body
and their function”- Worksheet

3
...
, Williamson, K
...

Science World 2nd edition
...
They link form and function at a cellular level and explore the
organisation of body systems in terms of flows of matter between interdependent organs
...


2
...


Introduce the
students to the
relative size
of the cells
Develop an
understanding
of cell theory
Make a
scientific
drawing of a
cell

Assessment
(for learning, as
learning, of learning)

Teaching and Learning
experiences (including key
inquiry questions)

Assessment for the
lesson will be conducted
through;

CELL & MICROSCOPESINTRODUCING CELLS

1
...


3
...
Retrieved from
http://scienceweb
...
edu
...
html - Lesson 1
Paper for students to compare cell
size



Cell worksheets of diagrams




Animated video- “The wacky
history of cell theory”
History of cells timeline worksheet



Cell worksheet

2

AC

SSU

149

Within this lesson the
students should be able
to;
1
...


3
...


2
...

Further
development
and extra
guidance will
help improve
this student
dramatically

Activity 3:
 Staining an onion cell,
and viewing the cell
under the microscope
 Difference between
stain and non-stained
cell
3

AC

SSU

149

Within this lesson the
students should be able
to;

Assessment for the
lesson will be conducted
through;

CELL & MICROSCOPESFUNCTIONS OF CELLS
Introduction:

1
...


Observation
and content
knowledge



Advanced
students
should create
very detailed
and specific
3-D creation,





Science web
...
asta
...
au/years7-8/unit3/lesson-one/yr78-unit3lesson-one
...
Retrieved from
http://scienceweb
...
edu
...


4

AC

SSU

150

cell
Recognise
that cells have
different
structures
based on their
different
functions

Within the lesson the
students should be able
to;
1
...


3
...


Pass Outstudents must
complete a
sheet of paper
with something
they learnt,
something they
found
interesting, and
something they
are still unsure
about

Assessment for the
lesson will be conducted
through;
1
...


Accuracy and
precision of the
life size
drawing, with
all the right
body parts in
the correct
location
Students able to
list and
describe the
differences
between
mechanical and
chemical





that represents
the cell, its
functions, and
all elements
are
implemented

Students are to watch a
clip on the types of
cells within a human
Ask students why cells
are different shapes,
which indicate different
functions


Activity 1:
 Ask the students to
create their own 3dimensional cell, can
be both plant or animal
cell
 Must include all main
elements within the
model
 Students can use
lollies, polystyrene ball
or playdough
Activity 2:
 Students are to list
functions of cells
within plants and
animals
DIGESTIVE SYSTEM- THE
DIGESTIVE PROCESS
THROUGHOUT THE BODY



Introduction:
 Ask the students what
they think is comprised
within the digestive
system
 Whiteboard activity
Activity 1:
 Describe how the
digestive system works
within the body and the
functions of each
system
 Students need to fill in
the gaps and answer the
questions, through



Low
achieving
students
shouldn’t be
expected to
create a very
detailed cell,
as these
students might
not
understand
how the
elements look
and location
of everything
in the cell

Advanced
learners will
be able to help
and guide
students
within their
groups, as
they can
accurately
represent the
digestive
system body
parts on the
life size
diagram
Low
achieving
students will
be able learn



7-8/unit3/lesson-one/yr78-unit3lesson-one
...
Page 101Understanding and Inquiring



Video: How the digestive system
works

the body

digestion
effectively

watching the video
Activity 2:
 Students are to get into
groups of 4, and make
a life size diagram of
the digestive system
within the body
 Label and draw all
elements, present to
class

and gather
important
information
off high
achieving
students
within the
diagram
activity
...


2
...


2
...
Page 100102 Understanding and Inquiring



Handout of Teeth worksheet

presented



system, that include
Incisors, canines,
molars and premolars
Presentations must
include type of teeth,
where they are in the
mouth, definition and
pictures

Activity 2:
 Identify the 3 different
types of digestion
enzymes, which
include amylases,
proteases and lipases
and what their products
are
 Present the findings
through a linking
diagram

achieving
learners can
be guided
throughout the
lesson by
teachers and
other peers if
required


Low
achieving
students are
not expected
to understand
the process of
digestion,
through the 3
specific types
of enzymes

Activity 3:
 Students also need to
provide the reoccurring
circle diagram, which
present how enzymes
break down the food
into smaller pieces

6

AC

SSU

150

Within the lesson
students should be able
to;
1
...


Identify and
describe the
types of
wastes within
the body
Present how a
burp occurs
within the
body through
an experiment

Assessment for the
lesson will be conducted
through;
1
...


Achievement
and success
with the
experiment,
that shows
exactly how the
lungs work
within the lungs
Students are to
submit a leave
pass,

DIGESTIVE SYSTEMEXCRETORY PROCESSES IN
THE BODY



Introduction:
 Get the students to
brainstorm and
describe the excretory
processes that the body
completes
Activity 1:
 Identify and describe
the 5 “personal
explosions” that occur
within the body, this



Advanced
students guide
and instruct
weaker
students
within the
experiments,
and use their
knowledge to
help others
explain what
the
experiment is
demonstrating
Low achievers



Digestion enzymes worksheet



Enzyme breakdown worksheet



Types of bodily excretions
worksheet

identifying 3
things that they
learnt within
the lesson



includes burping,
heartburn, flatulence,
diarrhoea, and vomiting
Draw a diagram and
describe where the
event takes place to
help explain what’s
occurring throughout
the process

are required to
participate
within the
experiment
and activities
to the best of
their ability,
and get
involved as
much as
possible to
understand the
breathing
process in the
lungs

Activity 2:
 Students are to conduct
a burp experiment, to
show how the process
works within the
digestive system
 Complete experiment
and answer questions
provided
7

AC

SSU

150

Within the lesson the
students should be able
to;
1
...


3
...


2
...
All the
students will
have to answer
one question,
for everyone to
leave

RESPIRATORY SYSTEMHOW THE RESPIRATORY
SYSTEM FUNCTIONS



Introduction:
 Discuss and introduce
the students to the
respiratory system
through interactive
video
Activity 1:
 Students are to define
each body part that is
involved throughout
the respiratory system
and their function
 This should be
displayed through a
labelled and coloured
diagram




Activity 2:
 Within the diagram
provided, draw blue
arrows for oxygen

Advanced
learners are to
correctly
identify and
set the
standard for
correctly
observing the
body parts in
the respiratory
system
Low achievers
won’t be
expected to
understand
how diffusion
occurs within
the respiratory
system
They will
only be
required to
provide a
basic



Book: Science quest 8, Australian
Curriculum, 2nd edition
...
4



Video: Respiration system song



Book: Science quest 8, Australian
Curriculum, 2nd edition
...


2
...


2
...
Page 124



Video: How the blood flows through
the heart animation- Made easy
...
Page 125





Diagram of the heart worksheet

depending on
how well they
understand the
activity, with 5
fingers being “I
understand
everything”,
and 1 finger
being “I don’t’
know much at
all”

9

AC

SSU

150

Within the lesson the
students should be able
to;
1
...


Understand
how the lungs
work within
the body
through an
experiment
Identify
asthma and
the effects
asthma has on
breathing

Assessment for the
lesson will be conducted
through;
1
...


Observations
and marking
based on the
design, results
and questions
answered after
the experiment
has been
undertaken
...
Page 125



Book: Science quest 8, Australian
Curriculum, 2nd edition
...


2
...


2
...
Pages 130131
Worksheet covering aspects of
asthma



Worksheet on breathing
observations, Asthma suffering
individual vs normal individual



Book: Science quest 8, Australian
Curriculum, 2nd edition
...
g
...
Page 144Understanding and Inquiring
activity

11

AC

SSU

150

Within the lesson the
students should be able
to;
1
...


Identify and
describe the
10 main
muscles that
are involved
within the
body
Understand
the difference
between
osteoarthritis
and
osteoporosis

Assessment for the
lesson will be conducted
through;
1
...


The
identification of
activities for
each muscles
type will be an
assessment
type, as this
further
develops
knowledge
...

Accurate and
precise
information on
similarities and
differences will
be the main
elements
assessed

MUSCULOSKELETAL
SYSTEM- MUSCLES AND
BONE DISORDERS WITHIN
MUSCULOSKELETAL
SYSTEM



Advanced
students are to
demonstrate
an
understanding
of all 10
major muscles
within the
body, and be
able to guide
other students,
as names for
multiple
muscles are
difficult to
interpret



Low
achieving
students
should be
trying to
identify the
muscles into
certain
sections of the
body to help
enhance their
knowledge

Introduction:
 Students are to try and
name as many different
muscles as they can
within their body in 1
minute
 Challenge students to
identify muscles that
work together (agonist
& antagonist)
Activity 1:
 Students must identify
and describe where the
10 main muscles are
located within the body,
which include biceps,
triceps, quadricep,
hamstring,
gastrocnemius,
abdominals, pectoralis
major, Latissimus
Dorsi, and Gluteus
Maximus
 Label, colour
coordinate, and group
the different muscles to
make the muscles
easier to remember
Activity 2:
 Students are to identify
one activity that
activates each of the 10
main muscles



Teacher will
need to go
over the
locations and
definitions of
the muscles
again with
these learners








Book: Science quest 8, Australian
Curriculum, 2nd edition
...
Page 144Understanding and Inquiring
activity



E
...
Bicep Curl
activates the bicep
muscle

Activity 3:
 Students are to create a
Venn Diagram for
osteoporosis and
osteoarthritis
examining the
differences and
similarities between the
two
12

AC

SSU

150

Within the lesson the
students should be able
to;
1
...


Identify the
joints,
muscles and
bones within
a chicken
wing
throughout a
dissection
Understand
the location
within the
body for
muscles and
bones

Assessment for the
lesson will be conducted
through;
1
...


Accuracy and
specific results
from the
chicken wing
experiment
...

This assessment
identifies the
students that
are still
struggling or
achieving
highly, and will
be determined

MUSCULOSKELETAL
SYSTEM- LOCATION OF
BONES AND MUSCLES
WITHIN THE BODY



Advanced
students are to
demonstrate
an excellent
understanding
on all joints,
bones and
muscles and
be able to
specifically
identify the
types, within
the chicken
wing



Low
achieving
students will
need to be
guided and
shown the
differences of
each bones,
joints and
muscles
within the
chicken wing

Introduction:
 Students are to recap
and brainstorm the
joints, muscles and
bones learnt
throughout the
previous lessons, and
discuss where they are
located on the body
within groups of
Activity 1:
 Students are to
undertake a chicken
wing dissection with
groups of 3, as 2
students will be
carefully dissecting
and the other writing
down observations
 Students must observe
joints, bones and
muscles within the
chicken wing
 Answer all questions
during the dissection
and create a sketch



The teacher is
to allocate
low achieving
individuals to



“Venn diagram sheet for
osteoporosis and osteoarthritis”Worksheet



Book: Science quest 8, Australian
Curriculum, 2nd edition
...
12, with provided
questions

on which part
of the body is
involved with
the description
of the bone or
muscle

Activity 2:
 The teacher will set up
4 locations around the
room, which include
the head, arms, torso,
and legs
 The teacher will read
out 10 questions
describing either a bone
or a muscle, and the
students must get to the
part of the room with
the label they believe is
correct
 Students should trust
their own knowledge
and have confidence
that they know the
answer

a certain
group and
monitor
closely, as
well as
provide extra
clues within
the final
activity for
these learners



PowerPoint with questions based on
the muscles and bones

Lesson Plan
Lesson Topic: Musculoskeletal System

Year Level: 8

Learning Area: Science Understanding

Students’ Prior Knowledge:
 Students should understand that the human body
contains multiple bones, joints and muscles
 Students should acknowledge that there are 206 bones
in the human body
 Students should know that without bones or joints in
our body we couldn’t function at all

Strand/Sub-strand/Content Descriptor from the West
Australian Curriculum: Biological Science
Multi-cellular organisms contain systems of organs
carrying out specialised functions that enable them to
survive and reproduce (ACSSU150)

Time: 9
...
e
...

Advanced learners extend their knowledge and look
up more specific bones within the body
 Low achieving learners must remain monitored
throughout the lesson and might require extra
explanation of a task
 Students with English as their non-preferred
language, provide diagrams and pictures to help
interpret the information a lot easier

LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
Stages of the Lesson

Resources/References
Align these with the segment where they
will be introduced
...
00am






Students are to get into partners, and list down as many bone
names as they can within the body
TIP: The students should first break down the body into
segments including the head, torso, arms and legs
Students have 2 minutes to complete this task, discussing with
your partner only
Teacher to provide discussion on what the students have come
up with and what will be covered throughout the lesson

Stage 2 Body of lesson
Describe each activity and the order in which it will be undertaken
...


9
...
15am

9
...
35am

9
...

2
...



For the students to leave the classroom, they are to write out a
pass out slip
The pass out slip should contain;
Something that the student learnt within the lesson
Something they found interesting in the lesson
One question they would like to know for next lesson
Once the students have completed this task, they must hand
the slip to the teacher, and then they can leave the classroom

Transition: (What needs to happen prior to the next lesson?)





Students must ensure that the bones and joints covered are
installed into the brain and remembered for next lesson
Students can look up and prepare for next lesson by
researching the 10 main muscles of the body
Teacher to reflect and review the lesson, making
improvements and listing positives
Teacher to implement a brief quiz next lesson to refresh the
student’s minds

Assessment strategies: How will you identify what the students have
learnt and how will you record this?



Through the pass out sheets, as a teacher you can discover
what students have learnt, enjoyed and still are confused on
Each student will be at a different level, but through basic
observation and making mental notes, this will distinguish the
advanced and low achieving learners

Lesson Plan Attachments





“Joint and bone identification
through sporting activities”Worksheet (Student)
Life-sized skeleton model (if
school has one)

BINGO CARDS
1
...


3
...


5
...


7
...


9
...
FOR STUDENTS TO
PROVIDE
1
...

3
...


IDENTIFY THE BONES AND JOINTS ON THE SKELETON



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