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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
...


2
...


2
...
All
work should be
at a high
standard with
the correct
content relating
to inhaling and
exhaling of the
lungs
Completion and
incorporation of

heart, show blue arrows
for oxygen flow, and
red arrows for carbon
dioxide flow

with extra
assistance
with the blood
flow through
the heart and
throughout the
experiment

Activity 3:
 Conduct experiment to
measure the vital
capacity of your lungs
 Answer the questions
provided and conduct
results for your
findings of vital
capacity

RESPIRATORY SYSTEMBREATHING WITHIN THE
HUMAN BODY



Introduction:
 Students are to list and
describe the different
ways to increase or
decrease
breathing/heart rate
 Whiteboards
Activity 1:
 Students are to
complete the
experiment, which
implements the
different air pressures
in the lungs through
inhaling and exhaling
 Record findings and
answer questions
provided



Advanced
students will
be able to
observe and
conduct a
successful
experiment
which shows
the balloon
within the
container
blow up,
when the
pressure
inside the jar
drops
Advanced
students will
need to help
and support
the low
achieving
individuals



Book: Science quest 8, Australian
Curriculum, 2nd edition
...
Page 129Understanding and Creating

the asthma
activity, should
be done within
the right spirit
with
observations
made between
each of the
breathing
methods

10

AC

SSU

150

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


Identify the
13 main bone
components
of the body
Identify the 4
main joints
within the
body, and be
able to give
an example
for each joint

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


The bone bingo
game will give
a very good
indication into
who knows the
bones based on
their definition,
will identify the
weaker and
stronger
learners within
the class
Identifying the
sporting skills,

and explain
what the
experiment is
trying to
achieve
through a
certain
process

Activity 2:
 Identify the definition,
effects and causes of
asthma
 Draw diagrams to help
develop understanding
Activity 3:
 Students will run
around the oval and
then compare breathing
through a straw and
normal breathing
 Students will discover
breathing is incredibly
hard and is what
asthma does to the
body

MUSCULOSKELETAL
SYSTEM- THE
COMPONENTS OF THE
MUSCULOSKELETAL
SYSTEM





Through
making the
activity
practical and
hands-on this
will enhance
the learning
dramatically



Advanced
students
should be able
to engage
within the
topic and
accurately
cross each
bone on the
body with a
partner



An idea might
be for the
teacher to put
a high
achiever with
a low
achiever, as

Introduction:
 Students are to be
given 2 minutes to
discuss with a partner,
and list as many names
of bones as they can
Activity 1:
 Students are to identify
and discuss the 13 main
bones within the body,
which include the
cranium, mandible,

Low
achieving
students
should
understand the
concept of
asthma and
how it effects
a person





Book: Science quest 8, Australian
Curriculum, 2nd edition
...
Page 140141
Worksheet to identify bones within
the body



will assess the
development of
joint
knowledge, as
the students
will need to
name and
discuss what
joints are used
for the specific
skills listed



clavicle, sternum, ribs,
vertebrae, pelvic girdle,
femur, patella, tibia,
carpals, tarsals,
phalanges
Label
their bone and
muscle
knowledge
within the body
...
Page 144Investigation 4
...
00am

Date: 28/3/18

General Capabilities (that may potentially be covered in the lesson)
Literacy

Numeracy

ICT competence

Critical and
creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)
Understanding

Asia and Australia’s engagement with
Asia

Fluency

Problem Solving

Sustainability

Reasoning

Lesson Objectives (i
...
anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Identify and discuss the 13 main bones that are within the human body with their location and function

Identify and discuss the 4 main joints that are within the human body with their location, shape, and function

Apply their knowledge, to discuss the joints and bones found in various sporting activities
Teacher’s Prior Preparation/Organisation:
 Organise the PowerPoint presentations for the content
of the lesson, and all handouts that are going to be
given to the students
 Organise to have the life-sized skeleton model (if
school has one) within the class as this is a very
valuable resource
 Prepare for students to be very unfamiliar with bones
and joints as this is their first lesson
 Ensure that the role has been checked to allow for
enough student handouts

Provisions for Learner diversity (G&T, SWD, EALD,
SAER)
 Advanced learners must ensure that they guide and
help students that are struggling with the content
...


Stage 1 Introduction
How will you gain the students’ attention, engage the interest of the
students and introduce the concept(s)?
9
...

Include key inquiry questions and prompts
...
05am

9
...
25am

Activity 1:
 Students are to stay within their partners that they started with
in the introduction activity
 The teacher will identify and discuss the 13 main bones
within the body, which include the cranium, mandible,
clavicle, sternum, ribs, vertebrae, pelvic girdle, femur, patella,
tibia, carpals, tarsals, phalanges
 The teacher will identify the location and a definition of the
13 types of bones
 The students will label and mark the bones onto your partners
skin, by placing a small cross on the bone, as well as labelling
the bones on a worksheet each
 This will be very important information for the next activity,
so the students must make sure that all labelling is very clear
and specific
Activity 2:
 Students are to receive an individual sheet, with an empty
grid, containing 9 spaces (3x3 grid)
 The students must write 9 bones in any order they chose
within their grid, as bone bingo will now be ready to
commence
 The teacher will have a PowerPoint presentation with a
description and location of a bone, and it’s the student’s
responsibility to understand and mark that bone off within
their sheet
 After each description has been read out the students will
slowly mark off their bones
 The first student that gets a line of 3, calls out bingo, and wins
the game
 The game then continues until the first person with all squares
marked off, calls out bingo and is the second winner
Activity 3:
 Students are to get into the same pairs within the first
activities
 The teacher is to discuss and explain the 4 main joints within
the body, as these include the ball and socket, hinge, pivot,
and immoveable joints
 Within the student pairs, students will label and cross with
their markers, where the certain types of joints are within the
body

















PowerPoint on the 13 main
bones of the body, and an
explanation of location, size and
function (Teacher)
“Skeleton diagram” -Worksheet
(Student)
Markers to cross the bones in the
body (Student)
Life-sized skeleton model (if
school has one)

3x3 empty grids (Student)
PowerPoint presentation on the
description of the bone (Teacher)
Life-sized skeleton model (if
school has one)

PowerPoint presentation of the 4
main joint types, their location,
function and shape (Teacher)
Markers (Students)
“Skeleton diagram” -Worksheet
(Student)
Life-sized skeleton model (if
school has one)


9
...
50am

This will be completed on their individual sheet also

Activity 4:
 Teacher will come around to the pairs and give out a
worksheet with multiple activities presented on the paper
 The students will need to read, perform and then write down
the correct bones and joints needed for the movement of the
skill
 Some examples of the skills that will be on the worksheet will
include a Bicep curl, Squat, Push up, Football punt, and
Basketball free throw

Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can
evaluate what they have learnt? How will you prepare the students for
the next task?


1
...

3
...


2
...


4
...


6
...


8
...


NAME THE JOINTS AND BONE INVOLVED WITH EACH OF THE SPORTING ACTIVITIES
SPORTING ACTIVITY

JOINTS AND BONES IDENTIFIED

SQUAT
PUSH-UP
AFL PUNT
BASKETBALL FREE THROW
LONG JUMP
BASEBALL PITCH (OVERARM)
FRISBEE THROW
MORE EXAMPLES…
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2
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4

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