UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

LASALLIAN NxGEN BLENDED LEARNING MODULE

Teacher:Bago, Angeline; San Jose,
Kareen; Romero, Reynaldo

Grade/Year Level: Grade 8

Subject: Biology

Term: 2, Module 2

Unit Topic:

Time Frame: 20+ periods

Unit I: ANATOMY: Human Body

Systems
CONTENT STANDARDS

PERFORMANCE STANDARDS

Demonstrate understanding of human organ

systems which promote proper nutrition and
wellness.

Manifest an understanding of human organs

systems through active engagement in activities
that promote proper nutrition and overall wellness

LASALLIAN GUIDING PRINCIPLES

Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.

LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.

LGP 3:Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.

LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.

LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning to
Create a family health portrait personalized to your family including a treatment plan for a specific family
disease.
ENDURING UNDERSTANDING:
Awareness of human body systems encourages people to engage in activities that promote proper
nutrition and overall wellness
The human organ systems encourages one to engage in activities that promote nutrition and
overall wellness
There is coordinated functions and interactions among cells, tissues, and organ systems that
maintain the life of an organism
Form follows function
ESSENTIAL QUESTIONS:
How does the understanding of human organ systems promote proper nutrition and overall wellness?
Why do we study human organ systems?
How is the life of an organism maintained?

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

How do organisms perform their life functions?

How are tissues important in the performance of multiple functions?
How do the digestive system and other parts of the human body bring food to the cells?
How does the respiratory system bring oxygen to the cells?
How does the circulatory system bring nutrients and other materials to the cells?
How does the nervous system control and coordinate the activities of the body?
How are activities of the body regulated?
What are the functions of both the male and female reproductive systems?

ACQUISITION GOALS:
Competencies (DepEd Code):
1. Explain ingestion, absorption, assimilation and excretion (S8LT-IVa-13)
2.Explain how diseases of the digestive system are prevented, detected and treated (S8LT-IVb-14)
3. Identify healthful practices that affect the digestive system (S8LT-IVc-15)
4. Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and
other molecules to and from the different parts of the body (S9LT-Ia-b-26)
5. Infer how ones lifestyle can affect the functioning of respiratory and circulatory systems (S9LT-Ic-27)
6. Describe the parts of the reproductive system and their functions (S10LT-IIIa-33)
7. Explain the role of hormones involved in the female and male reproductive systems (S10LT-IIIb-34)
8. Describe the feedback mechanisms involved in regulating processes in the female reproductive system
(e.g. menstrual cycle)(S10LT-IIIc-35)
9. Describe how the nervous system coordinates and regulates these feedback mechanisms to
maintain homeostasis (S10LT-IIIc-36)
STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT
PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING & TRANSFER
You will create a family health portrait personalized to your family including a treatment plan for a specific
family disease. You will use a program revised from the U.S. Surgeon Generals office for your family
health history, interview any family member directly related to you i.e. mother, father, grandfather, etc. (at
most 1-2) and collate all your data. Once you have identified at least one common family disorder, you
will use your knowledge of the body systems by researching about this particular disorder, including a
lifestyle treatment plan. Your disorder must come from any of these systems: (1) Digestive, (2)
Respiratory, (3) Endocrine, (4) Nervous, and (5) Circulatory. You will construct your family health portrait
and treatment plan before presenting it to your family. Your work will be evaluated according to the
following criteria: research content, quality and concept accuracy.
Revised and retrieved from: https://familyhistory.hhs.gov/fhh-web/home.action

GRASPS NARRATIVE OF TRANSFER TASK

GOAL: You will create a family health portrait personalized to your family including a treatment plan for a
specific family disease.
ROLE: You are a student learning body systems, giving you a chance to reflect on how proper nutrition
and overall wellness affect the human body.
AUDIENCE: Family members and classmates
SITUATION: You decide to do a family health history, essentially checking on you and your familys
(paternal and maternal sides) health and lifestyle choices. Constructing your own family health portrait
will enable you to identify some medical problems common to your family, making you aware of things
you may do to improve, delay or even prevent future health problems. Your family health history portrait
must be scientific, informative and persuasive.
PERFORMANCE: You will use a program revised from the U.S. Surgeon Generals office for your family

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

health history, interview any family member directly related to you i.e. mother, father, grandfather, etc. (at
most 1-2) and collate all your data. Once you have identified at least one common family disorder, you
will use your knowledge of the body systems by researching about this particular disorder, including a
lifestyle treatment plan. Your disorder must come from any of these systems: (1) Digestive, (2)
Respiratory, (3) Endocrine, (4) Nervous, (5) Excretory, and (6) Circulatory. You will construct your family
health portrait and treatment plan before presenting it to your family.
STANDARDS: Your work will be evaluated according to the following criteria: research content, quality
and concept accuracy.
SCAFFOLD FOR TRANSFER
LEVEL 1
Directed Prompt

LEVEL 2
Open Prompt

LEVEL 3
Guided Transfer

LEVEL 4
Independent Transfer

Classroom discussions

Classroom-based
activity i.e. reflect on
your lifestyle choices)

APEC activity (You are

what you eat)
Vital Signs Activity
(Experiment)

Performance Task

ASSESSMENT TOOLS (Unit Assessment Map)

TYPE

KNOWLEDGE

PROCESS

UNDERSTANDING

PRODUCT/
PERFORMANCE

KWHL

PreAssessment/Diagn
ostic

KWL, Pre-Test

Formative

You are what you

eat activity
Endocrine
Systems Case
activity

You are what you

eat activity
Endocrine
Systems Case
activity

You are what you

eat activity
Endocrine
Systems Case
activity

Summative

Assessments,
Nervous Reaction
Time Experiment
Digestive Tests for
Starch, Protein and
Fats Experiment
Vital Signs Activity

Assessments,
Nervous Reaction
Time Experiment
Digestive Tests for
Starch, Protein and
Fats Experiment
Vital Signs Activity

Assessments,
Performance Task
(Scoring Rubric)
CUA
Nervous Reaction
Time Experiment
Digestive Tests for
Starch, Protein and
Fats Experiment
Vital Signs Activity

Reflection Journal

Reflection Journal

Self-Assessment

Scaffold for Transfer

Checklist
Rubric

RELATED FACETS OF UNDERSTANDING

EXPLANATION - Explain the components of the body systems and how they interrelate to teach other
APPLICATION - Apply understanding of the body systems by preparing a plan of action showing
consumption of nutritious foods and healthy habits to maintain proper functioning of organ systems
INTERPRETATION - Interpret data gathered from health self-test to develop understanding related to
their health to make wellinformed, healthy decisions

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

PERSPECTIVE - Develop perspective on different health issues short report on current health news
SELF-KNOWLEDGE - Demonstrate self-knowledge of their own health and how they can alter it over
time in a positive/negativeway through their lifestyle
EMPATHY - Showing empathy by assuming the role of a patient suffering from malfunctioning body
systems who needs to decideon a course of treatment to survive - Reflective Essay

BLENDED ACTIVITIES/TOOLS
ENVIRONMENT
ATTRIBUTES
ACTIVE
Students investigate the Essential
Question or a given situation,
issue or problem. Students
research in different sources and
activities for information related to
the EQ, situation or problem.

COLLABORATIVE
Students work in groups and
discuss their ideas, answers, or
solutions to EQ, problem or
situation.
Students take on roles to
complete a group work.

CONSTRUCTIVE
Students produce the content
related to the knowledge and
process competencies.
Students form generalizations and
conclusions based on different
texts, situations, problems, and
scenarios. Students answer the
EQ and discuss the EU and justify
their ideas with supporting
examples.

AUTHENTIC
Students transfer their learning to
real life situations. Students in
their performance task show
practical applications and
solutions to the EQ, issue or
problem situation.
Students manifest the 7Cs of 21st
century learning in their
performance and product.

FACE-TO-FACE

E-LEARNING

oral recitation, discussion, problem

solving, games

interactive activities, video tutorials,

skills demonstrations, apps, simulationbased experiments,

think-pair-share

chat rooms,emails, collaborative mobile

apps

graphic organizers (illustrated or printed)

oral recitation/defense, concept
presentation, portfolio making

self-made website

project presentation

simulation-based experiment, self-made

website

graphic organizer,

activity planner/organizer, scoring

rubrics,

Students integration

GOAL-DIRECTED
Students reflect on their learning
process. Students manage their
way of working. Students check
every now and then how they are
accomplishing the learning goals
they set for themselves.

STAGE 3: LEARNING PLAN FLOW

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

LESSON PROPER
INTRODUCTION
Teacher introduces topic and asks Essential Question.
Students give their ideas or prior knowledge about the Essential Question in Map of Conceptual Change. Teacher may probe prior
knowledge with diagnostic test or misconception check (e.g., with help of online survey). Teacher notes variety of ideas and
motivates students to find out which ideas are correct. Students engage in Goal-Setting.

DAYS/PERIODS 1-2:
INTRODUCTION TO BODY SYSTEMS AND TISSUES
Objectives:
Describe the levels of organization found in living things: (i) cells (ii) tissues (iii) organs (iv) organ
systems (v) organisms
Relate the needs and functions of various cells and organs to the needs and functions of the
human organism as a whole
TASK 1 Assessment No. 1 Pre Test of Body Systems (Formative)
Students will answer the Pre-Test for Body Systems.
TASK 2 Motivation (Game)
The teacher tells the class to recall the concept of the levels of organization of an organism (cell, tissues,
organs, organ systems, organism.) You are an organism organized into different organ systems, and
each organ system has its own respective organs. Each organ system has its general function, and
each organ has its own specific function. In pairs, students will write down on a sheet of paper all the
organs of the human body that they know. Each student must write one organ at a time. At the end of
one minute, the pair with the most number of organs in their list wins.
TASK 3 Introduction of the Lesson (Slides)
Classes will follow regular class routine (prayer and checking of attendance). The objectives will be
introduced and EQs. The students will be introduced to the different organ systems, their functions, and
the structure and functions of the four primary tissues.

Why do we study human organ systems?

How is the life of an organism maintained?
How do organisms perform their life functions?
How are tissues important in the performance of multiple functions?

TRANSITION STATEMENT: Recall the concept of the levels of organization of an organism (cell,
tissues, organs, organ systems, organism.) You are an organism organized into different organ systems,
and each organ system has its own respective organs. Each organ system has its general function, and
each organ has its own specific function.
ASK: From the organs you listed, in which system do they belong? What are the functions of the human
body systems?
Present an overview and functions of the body systems. Use a model of a human torso or a picture of
the human body to point at the different components of each system.
Students will be asked to answer a health self-test. They will then prepare a plan of action for
themselves (based on the results of health self-test) with a focus on healthy foods and habits to maintain
proper functioning of their body.
Students will be asked to select a one body system and research any current health news related to that

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

body system. Each student will be asked report a short summary of their news article and reflect on it.
TRANSITION STATEMENT: Like plants, animals and humans are made up of different tissues. Cells
combine to form four primary tissues: epithelial, connective, muscle and nervous.
Discuss through powerpoint/lecture/video:
The structure and functions of the four primary tissues
ASK: Knowing that cells combine to form tissues, and tissues combine to form organs, what do you think
is the largest organ of the body? Why do you think that?
DAY/PERIOD 3-5:
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the digestive system.
Have the students name the foods they ate recently. List them on the blackboard. Have the students
classify the foods into carbohydrates, fats, and proteins.
ASK:
What happens to the food inside the body? - The food is digested
What system of the body does this job? - The digestive system
What happens to the digested food? - The digested food passes to the blood and goes into the
cells.
What happens to the undigested food? - The undigested food becomes feces.
SAY: The digestive system is a group of organs working together to convert food into energy and basic
nutrients to feed the entire body. Food passes through a long tube inside the body known as the
alimentary canal or the gastrointestinal tract (GI tract). The alimentary canal is made up of the oral cavity,
pharynx, esophagus, stomach, small intestines, and large intestines. In addition to the alimentary canal,
there are several important accessory organs that help your body to digest food but do not have food
pass through them. Accessory organs of the digestive system include the teeth, tongue, salivary glands,
liver, gallbladder, and pancreas.
Discuss through powerpoint/lecture/video:
Types of digestions
Different digestive organs and their functions
Passage of food through digestive tract
Digestive glands, digestive juices, enzymes and bile
Proper nutrition
DAYS/PERIODS 6-8
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the circulatory system.
Ask the students to count their heart rate (right hand on left side of chest) and pulse rate. Compare the
two. Are they the same?
SAY: The circulatory system is responsible for transporting materials throughout the entire body. It
transports nutrients, water, and oxygen to your millions of body cells and carries away wastes such as
carbon dioxide. It connects all your body cells and is divided into three major parts: the heart, the blood,
and blood vessels.
Discuss through powerpoint/lecture/video:
Functions of the circulatory system
Components/Parts of the circulatory system
Composition of blood (structures and function)
Veins, arteries and capillaries

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

Parts of the heart

Pathway through the heart
Pulmonary and systemic circulations
Causes, symptoms and treatments of some cardiovascular diseases

Present a model of a heart to point out the different chambers, parts and trace the pathway of blood.
Students can also download and use the app Explore the Heart in 3D.

TRANSITION STATEMENT:The heart, blood, and blood vessels make up the cardiovascular component
of the circulatory system. It includes the pulmonary circulation, a "loop" through the lungs where blood is
oxygenated. It also incorporates the systemic circulation, which runs through the rest of the body to
provide oxygenated blood.The systemic circulation is the portion of the circulatory system is the network
of veins, arteries and blood vessels that transports blood from heart, services the body's cells and then
re-enters the heart.
Present the circulatory system to illustrate the network of blood vessels and to differentiate the
circulations.
TRANSITION STATEMENT: In the average human, about 2,000 gallons (7,572 liters) of blood travel
daily through about 60,000 miles (96,560 kilometers) of blood vessels. An average adult has 5 to 6 quarts
(4.7 to 5.6 liters) of blood, which is made up of plasma, red blood cells, white blood cells and platelets.
Show the students a sample complete blood count to emphasize importance of each component of the
blood.

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

DAYS/PERIODS 9-10:
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the respiratory system.
Students will work in pairs to determine their breathing rates at rest and after exercise. Have them count
each others breathing for one minute. Repeat the procedure this time after jogging in place for 2
minutes. What is the effect of exercise on the rate of breathing? (Breathing rate increases after
strenuous activity. Normal breathing rate is 12-20 per minute.)
ASK: What system is involved in breathing? What parts of your body participate in breathing?
SAY: The human body requires a constant stream of oxygen to stay alive. The respiratory system
provides oxygen to the bodys cells while removing carbon dioxide, which can be lethal if allowed to
accumulate. There are three major parts of the respiratory system: the airway, the lungs and the
muscles of respiration.
Discuss through powerpoint/lecture/video:
Structures and functions of the respiratory system
Trace path of air through the respiratory tract
Gas exchange in alveoli in lungs
External and Internal Respiration
Breathing mechanism
No to smoking: some conditions of the respiratory system
Present a model of the respiratory system to differentiate the structures and trace the path of air through
the respiratory tract, and to illustrate gas exchange in the lungs.
Ask the students to breathe in and out slowly, feeling their chest rise and fall. What do they notice when
their diaphragm contracts (descends) and relaxes (ascends)?
SAY: Humans breathe by flattening and contracting the diaphragm for inhalation, and relaxing the
diaphragm for exhalation. The intercostal muscles assist.The exchange of oxygen and carbon dioxide
occurs in the alveoli, the tiny sacs that are the basic functional component of the lungs.
DAYS/PERIODS 11-15:
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the nervous system.
Test the students reaction times by doing different activities thatll test their ability to react and how fast
they do i.e. slamming your hands on the table to regain their attention, tossing coins/balls to students for
them to catch etc. A false memory test may also be done wherein the teacher will read out loud a list of
words:
1. candy, sour, sugar, bitter, good, taste, tooth, nice, honey, soda, chocolate, heart, injection, cake,

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

eat and pie

2. thread, pin, eye, sewing, sharp, point, prick, thimble, haystack, thorn, hurt, injection, syringe,
cloth, knitting
3. bed, rest, awake, tired, dream, wake, snooze, blanket, doze, slumber, snore, nap, peace, yawn,
drowsy
Afterwards, ask the students if they heard the following words: taste, book, needle, green, blanket, sweet,
house, sleep, hurt
(The idea here is that the different lists lead many people to believe that they heard sweet, needle, and
sleep.)
BRAINSTORM: What are all the things that the nervous system needs to control and coordinate in order
to perform an activity? (For example, in reading and writing, the nervous system controls the functions of
the eyes and the muscles of the hands, while enabling you to understand what youre reading.)
SAY: The nervous system consists of the brain, spinal cord, sensory organs, and all of the nerves that
connect these organs with the rest of the body. Together, these organs are responsible for the control of
the body and communication among its parts. Neurons are the basic structural and functional unit of the
nervous system.
Discuss through powerpoint/lecture/video:
Sensory and motor neurons
Synapse and impulse transmission among neurons
Structural and functional divisions of the nervous system
Major regions of the brain and their functions
Central and peripheral nervous systems, somatic and autonomic nervous systems
Sympathetic and parasympathetic nervous systems
The five sense organs
Effects of stress
Students will create a concept map of the nervous system to differentiate central vs. peripheral, somatic
vs. autonomic, parasympathetic vs. sympathetic.
SAY: The brain and spinal cord together form the central nervous system (CNS), where information is
processed and responses originate. The brain, the seat of higher mental functions such as
consciousness, memory, planning, and voluntary actions, also controls lower body functions such as the
maintenance of respiration, heart rate, blood pressure, and digestion.
DAYS/PERIODS 16-19:
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the endocrine system.
Present a scenario for fight or flight (adrenaline.) An example: being chased on your bike by a dog. You
are biking in a neighborhood park. Out of the corner of your eye you see a large, vicious looking dog
lunging at you. He is growling, barking and showing his teeth. Suddenly, he breaks free from his leash
and comes straight toward you. Your heart begins to pound, your hands get sweaty, and your muscles
tighten up. You race to your parent's car. As you slam the door, the dog jumps up against the window.
You are safe now but your heart is still pounding.
ASK: How would you feel in the situation given?
SAY: The endocrine system includes all the glands of the body and the hormones produced by those
glands. By regulating the functions of organs in the body, these glands help to maintain the body's
homeostasis. Cellular metabolism, reproduction, sexual development, sugar and mineral homeostasis,
heart rate and digestion are among the many processes regulated by the actions of hormones.

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

Discuss through powerpoint/lecture/video:

Structure of the endocrine glands and their hormones
Physiological effects of hormones
Hormone regulation
Common endocrine disorders i.e. gigantism, dwarfism, goiter, hyperthyroidism, hypothyroidism,
Addisons disease, Cushings disease, Diabetes I and II, etc.

DAYS/PERIODS 20-23:
Classes will follow regular class routine (prayer and checking of attendance). The learning goals will be
introduced. The students will be introduced to the male and female reproductive systems.
Present a short video about puberty to students. Have students list the secondary sex characteristics
and separate these into female and male.

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

SAY: The reproductive system is a collection of organs that work together for the purpose of producing a
new life. The major organs of the reproductive system include external genitalia and internal organs,
including gonads that produce gametes.
Discuss through powerpoint/lecture/video:
Structure and functions of the male and female reproductive organs (primary and accessory)
Trace path of sperms through male reproductive tract
Trace path of egg cell through female reproductive tract
Egg production vs. sperm production
Menstrual cycle
Fertilization, implantation and stages of human development
Common sexually transmitted diseases
Differentiate male and reproductive systems by presenting both models.
TRANSITION STATEMENT: The union of male and female gametes form a zygote. Life begins from the
time of fertilization and not from the time of birth.
ASK: Who among the class were born premature (less than 9 months)? Who were born via the normal
childbirth procedure? Caesarian procedure?
Briefly explain fertilization, implantation and the stages of human development through a video.
II.INTERACTION
Students engage in varied activities to revise their prior knowledge and develop and deepen their new knowledge and
answer to the Essential Question.
Teacher provides different ways of accessing content and developing required knowledge and competencies.
Teacher sets up different ways of blended learning.
Teacher conducts formative assessment.

Digestive System ENHANCEMENT:

Experiment (not given due to scheduling conflict of APEC week)
Students will test different foods for the presence of proteins, carbohydrates and fats. Provide
experiment sheet titled Tests for Starch, Protein and Fats. (See attached.)
Activity (APEC WEEK - Flipped Classroom)
Record your food intake for the entire week, taking note of the time you ate, how many times you ate,
servings/amount ex. two glasses of water, one cup of rice, etc. Compare your weekly consumption to the
food pyramid and answer the questions below.
1. Take a look at your food intake what can you infer from your eating habits, intake, amounts, etc. Do
you need to decrease/increase any particular food item/group?
2. Why is it important to take into consideration the nutritional needs suitable for your age group?
3. Aside from your diet, what else can you do to ensure the health of your digestive system?
Date

BREAKFAST

TIME
OF
MEAL

LUNCH

TIME OF
MEAL

MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY

Circulatory and Respiratory Systems ENHANCEMENT:

DINNER

TIME OF
MEAL

SNACKS

TIME OF
MEAL

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

Experiment
Students will be working in pairs to obtain their temperature, pulse and respiratory rates after doing a
series of activities. (See attached.)
Learning Objectives
After this activity, students should be able to: (students will formulate their own objectives for the
experiment)
Materials List
Each group needs:

axillary thermometer

watch with a second hand

stethoscope (if available)

Vital Signs worksheet (from Notes and Homework site)

To share with the entire class:

iPad and projector to show the Vital Signs worksheet to the class

Introduction/Motivation
Vital signs are measurements of the body's most basic functions. The three main vital signs routinely
monitored by healthcare providers include body temperature, pulse rate (or heart rate) and respiration
rate, but may also include other measurements.
Can you think of other vital signs that doctors test? (Possible answers: blood pressure, height, weight,
blood glucose, etc.) Why is it important to routinely monitor your vital signs? (Possible answers: for
health maintenance, baseline data, etc.)
In the experiment today you are going to measure your temperature, pulse and respiratory rates.
Procedure
Before the Activity

Gather materials and get copies of the worksheet through downloading from the Notes and
Homework site

Share the Vital Signs worksheet to the class through the projector.

Background
Oversee students as they measure the three given vital signs [10 minutes (temperature) + 2 minutes
(pulse rate) + 2 minutes (respiratory rate)]. Have students work in pairs, using the worksheet to guide
their testing and data collection.

With the Students - Explain all the parts and review the instructions so they are clear to students.
Perform following activities (sitting, standing, walking and jogging) for one minute each before taking your

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

temperature, pulse and respiratory rates.

1. Allow 10 minutes for student pairs to measure temperature.
If using a digital thermometer:
Put the tip of the thermometer securely in your partner's armpit. Have them hold their arm down tightly at
their side. Keep it in the armpit until the digital thermometer beeps. Remove the thermometer when
numbers show up in the "window." Record your observations on the table. Switch places with your
partner.
If using a glass thermometer:
Keep it in the armpit for 5 minutes. Remove the thermometer without touching the tip. Hold the
thermometer at eye level. Turn the thermometer until you see the line. Each long mark is the same as 1
degree. Short marks are the same as 0.2 degrees. Record your observations on the table. Switch
places with your partner.
2. Allow 2 minutes for the student pairs to measure the pulse rate.
Use the pads of the index and middle fingers of one hand and put over the site where the pulse is to be
measured (on the side of the neck, the wrist, or on the inside of the elbow). Do not press too hard.
Perform each activity (see table below) for one minute before taking your pulse. Count the beats for one
full minute after doing different activities. You will perform each activity for one minute before taking your
pulse. Record your observations on the table.
3. Allow 2 minutes for the student pairs to measure the respiratory rate.
Place your hand on your stomach to count the number of respirations for one full minute after doing
different activities. You may also do this by observing the rise and fall of your stomach area in one
minute. One respiration consists of one complete rise (inhalation) and fall (exhalation) of the chest.
Record your observations on the table.
Assessment
After measuring their vital signs, have students share and discuss as a class their findings. Then either
have students answer the results and analysis questions in writing as part of their laboratory report to be
turned in for grading.
Wrap-Up: Wrap up the lesson/experiment by leading a post laboratory class discussion using the results
and analysis questions as prompts. Consider student answers and/or discussion contributions to gauge
their comprehension.
Nervous System ENHANCEMENT:
Experiment
Students will perform a series of tests to test their reaction time. The Reaction Time Experiment Sheet
will be given (See attached.)
Learning Objectives
After this activity, students should be able to: (students will formulate their own objectives for the
experiment)
Materials List
Each group needs:

meter-length ruler, wooden or plastic

UNIT:

DEPARTMENT:

pen light

Reaction Time worksheet (from Notes and Homework site)

A.Y. 2015 - 2016

To share with the entire class:

iPad and projector to show the Reaction Time worksheet to the class

Introduction/Motivation
Your nervous system allows your body to react to different stimuli (external events). Reactions can be
voluntary or involuntary. A reflex is a fast automatic response. Reflexes require at least two neurons, or
nerve cells, to function. Sensory neurons take in information (input) from the outside world, whereas
motor neurons give information (output) to muscles and joints. Some reflexes are processed in the brain,
while others are processed in the spinal cord.
Can you think of instances in which it would be important for the body to react swiftly in order to protect
the body so that it makes sense that it reacts without sending a message to the brain first?
(See what scenarios students suggest. Possible answers: Pulling back your hands or limbs quickly from
touching something hot, sharp or unknown, to protect the body; changing pupil size as you move from
daylight into a tunnel or shady area and back into full sunshine, etc.)
What are some human reflexes that you know about or have heard about?
(Possible answers, many of them mentioned in the associated lesson: knee jerk reflex, blinking, blushing,
hands touching hot objects, sneezing, pupillary light reflex, etc.)
In the experiment today we are going to test our own reflexes and reactions.
Procedure
Before the Activity

Gather materials and get copies of the worksheet through downloading from the Notes and
Homework site

Share the Reaction Time worksheet to the class through the projector.

Background
Oversee students as they conduct four short exercises (25 minutes + 10 minutes + 3-5 minutes for the
last two) on the hand reaction times (ruler station), pupillary reflex, eye reflex and calf tension. Have
students work in pairs, using the worksheet to guide their testing and data collection.

With the Students

1. Allow 25 minutes for student pairs to conduct Part 1: The Ruler Station (testing reaction times).
Explain all the parts and review the instructions so they are clear to students.
In your groups, you will perform two variations of a reaction test. As you collect data, fill in the worksheet
data table. Then switch roles and repeat the tests and data collection. As necessary, demonstrate for
students the ruler drop-n-catch set-up. Then let the student pairs proceed to conduct their own tests and
collect data.

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

You will ask your partner to hold the top end of the ruler, while you place your thumb and index finger
close to, but not touching, the zero centimetre bottom end of the ruler. Both of you must remain quiet for
this part of the experiment. As your partner releases the ruler, try to catch it as quickly as you can using
only your thumb and index finger. You will perform three trials for this part and record your results. You
will then repeat this experiment under distracted conditions (i.e. your partner will talk to you, try their best
to distract you etc.) You will then switch roles and repeat the experiment.
2. For Part 2: Pupillary Reflex, allow 10 minutes for the student pairs to conduct this test.

If possible, the lights in the room will be dimmed. Your partner will hold a piece of paper at your hose,
separating your left and right eyes. Your partner will briefly shine the penlight in your left eye (5-10 cm on
the side, away from the face), and observe the size of the pupil in the left eye. Your partner will then wait
a little while for the pupil to readjust and repeat the experiment, this time shining a light in the left eye
while observing the right. You will write your observations on your experiment sheet.
3. For Part 3: Eye Reflex and Calf Tension, allow 3-5 minutes for both short tests.
I. Eye Reflex

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

Your partner will sit down and look directly at you. You will suddenly clap your hands in front of your
partner's face. You will then repeat the clapping procedure several times.
II. Calf Tension
Have your partner lean forward from an upright position. Note any changes in tension in the calf
muscles.
Assessment
After testing their reaction times through the different tests, have students share and discuss as a class
their findings. Then either have students answer the results and analysis questions in writing as part of
their laboratory report to be turned in for grading.
Wrap-Up: Wrap up the lesson/experiment by leading a post laboratory class discussion using the results
and analysis questions as prompts. Consider student answers and/or discussion contributions to gauge
their comprehension.
Endocrine System Activity: (to be given during Endocrine System discussion)
Provide Endocrine System Cases activity, wherein the students will choose two endocrine system cases
from six given scenarios. The students will then research and decide which particular endocrine gland
and hormone are covered in their cases studies of choice and answer the questions.
III.

INTEGRATION
The students:
make conclusions about their findings or results of investigating the EQ.
complete a map of conceptual change and compare their prior with their new knowledge.
reflect on their learning process and on how well they achieved their goals.
network with the world and share with a real world audience their performance task.
manifest the 7Cs of 21st Century Learning in their work.
connect their learning with the related Lasallian Guiding Principles.
The teacher:
provides scaffolding for students' performance task.
conducts summative assessments.
provides closure to lesson.

Activity: (to be given after Respiratory System discussion)

Provide experiment sheet for Vital Signs activity, wherein the students will partner up to get each other's
temperature, pulse and respiratory rate. This will serve as a scaffolding activity leading up to the
performance task.
INTEGRATION
Introduce performance task:
GOAL: You will create a family health portrait personalized to your family including a treatment plan for a
specific family disease.
ROLE: You are a student learning body systems, giving you a chance to reflect on how proper nutrition
and overall wellness affect the human body.
AUDIENCE: Family members and classmates
SITUATION: You decide to do a family health history, essentially checking on you and your familys
(paternal and maternal sides) health and lifestyle choices. Constructing your own family health portrait
will enable you to identify some medical problems common to your family, making you aware of things
you may do to improve, delay or even prevent future health problems. Your family health history portrait
must be scientific, informative and persuasive.
PERFORMANCE: You will use a program revised from the U.S. Surgeon Generals office for your family

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

health history, interview family members (mother and father), and collate all your data. Once you have
identified at least one common family disorder, you will use your knowledge of the body systems by
researching about this particular disorder, including a lifestyle treatment plan. Your disorder must come
from any of these systems: (1) Digestive, (2) Respiratory, (3) Endocrine, (4) Nervous, (5) Excretory, and
(6) Circulatory. You will construct your family health portrait and treatment plan before presenting it to
your family.
STANDARDS: Your work will be evaluated according to the following criteria: research content, quality
and concept accuracy.
SAMPLE
FAMILY HEALTH
PORTRAIT FORM
(DAD)
(Include a little
summary)

FAMILY HEALTH
PORTRAIT FORM
(MOM)
(Include a little
summary)

Santos Family Health

Portrait

Interview pictures

HYPERTENSI
BRIEF INFORMATION
Which side of the
family? General
information about
disease etc.
TREATMENT PLAN
(food, medicine, lifestyle
choices etc.)
REFLECTION

Long folder can be used as backbone. Other Options: portfolio, scrapbook, album
etc. (as long as all data and pictures are presented)
IMPORTANT: Information provided within the family health portrait will be treated
and maintained with the utmost confidentiality.

*Refer below for the rubric

REFERENCES:
Books:
Dela Cruz, S.B. (2009). Phoenix Next Century: Biology. Quezon City: Phoenix Publishing House Inc. (also the Teachers Guide)
Dorado-Lindio, S., Yang G.C. (2010). Science, Environment, Technology and Society: Biology. Quezon City: Sibs Publishing House
Enger, E.D. (2000). Concepts in Biology (9th Ed). Singapore: McGraw Hill Higher Education
Scott, A.S., Fong, E. (2013.) Body Structures and Functions. Singapore: Cengage Learning
Villamil, A., Salandanan, V. (1997.) Science and Technology Laboratory Manual II.
Wang, L.M., Lam, E.Y.K. (2000).,Biology Matters. Singapore: Marshall Cavendish Intl.
(2009). eLabs Lab Manual: Introductory Anatomy and Physiology.
Yip, P. (1992). Biology Today: Experimental Workbook. Hong Kong: Longman Asia Limited
Videos:
https://www.youtube.com/watch?v=h6-evXswaQs - Stimulus Response
http://www.youtube.com/watch?v=IHs1XY7p8zQ From conception to birth
http://www.youtube.com/watch?v=Rsj6dW6qKRc Puberty
Websites:
a. www.innerbody.com additional info on body systems
b. http://crazyadventuresinparenting.com/2012/10/how-to-grocery-shop-at-whole-foods-on-a-budget.html - Weekly Menu Planning and
Budget Template
c. http://www.livescience.com/ - additional info on body systems
d. http://www.stanford.edu/group/lpchscience/cgi-bin/wordpress/images/2012/11/Nervous-System-BS.pdf - Nervous System Reaction Time
experiment
e.https://www.teachengineering.org/view_activity.php?url=collection/umo_/activities/umo_ourbodies/umo_ourbodies_lesson03_activity5.xml

UNIT:

DEPARTMENT:

A.Y. 2015 - 2016

- Nervous Reaction TIme experiment

f. www.nursingtutor.com - Endocrine Systems Cases worksheet
g. http://www.mccc.edu/~behrensb/documents/210wk1Vitals.pdf - Vital Signs worksheet
h. http://www.portlandschools.org/pages/LResults/CS/Fitness/Perf.html - Performance Task
i. www.yournursingtutor.com- Endocrine cases
j. https://familyhistory.hhs.gov/fhh-web/home.action - Performance Task
k. http://www.cpet.ufl.edu/wp-content/uploads/2013/03/Human-Body-Systems-Project-and-Rubric.pdf - Performance Task

ADVANCED

PROFICIENT

CRITERIA

Research
Content
(family health
research and body
systems information)

Quality
(overall appearance
of presentation)

Concept
Accuracy

APPROACHING
PROFICIENCY

DEVELOPING

BEGINNING
TEACHER
S RATING

(5)

(4)

(3)

(2)

(1)

All information
presented is
completely accurate,
factual, and
relevant. Research
is in-depth and
covers all pertinent
family health
information, body
system/s, a specific
disease and
treatment.

All information
presented is
accurate, factual
and relevant.
Research is in-depth
and covers pertinent
family health
information, body
system/s, a specific
disease and
treatment.

Most of the
information
presented is
accurate, factual and
relevant. Research
is satisfactory and
covers somewhat
pertinent family
health information,
body system/s, a
specific disease and
treatment.

Limited information
is presented.
Research is not
quite satisfactory
and covers only
some pertinent
family health
information, body
system/s, a specific
disease and
treatment.

Very limited
information is
presented.
Research is not
satisfactory and
does not or only
covers few pertinent
family health
information, body
system/s, a specific
disease and
treatment.

Presentation is
concise, and
includes all the
salient points, and is
clearly well laid-out.
Text is written in
correct grammar
and spelling. All
relevant information
(photos, figures etc.)
areappropriately
included and
properly labeled,
resulting in being a
valuable source of
information. Some
more relevant
information are
included as well.

Presentation is
concise and
includes all the
salient points. Text
is written in correct
grammar and
spelling. Relevant
information (photos,
figures etc.) are
appropriately
included and
properly labeled.

Presentation is concise
and includes most of
the salient points. Text
has a few minor errors
grammar and spelling.
Some relevant
information (photos,
figures, etc.) are
appropriately included
and properly labeled.

Material either includes

too much unnecessary
information or too little
of the salient points.
Text has a several
errors in grammar and
spelling. Few
information (photos,
figures, etc.) are
appropriately included
and properly labeled.

Too little information is

presented which does
not support the report.
Text has many errors
grammar and spelling.

Project shows
mastery of structure
and function of
human systems
using appropriate
terms and can be a
valuable source of
information that can
be used as
reference.
Interrelationships
among systems are
clearly explained (if
more than one
system is cited).

Project shows
superior
understanding of
structure and
function of human
systems using
appropriate terms,
and can be a good
source of
information that can
be used as
reference.
Interrelationships
among systems are
explained (if more

(x2)

(x2)
Project shows
adequate
understanding of
structure and
function of human
systems while using
accurate terms, but
information can still
be improved on.
Interrelationships
among systems are
somewhat explained
(if more than one
system is cited.)

Project shows a
quite unclear
understanding of
structure and
function of human
systems, using
terms not quite
accurate, with
information needing
a lot of
improvement.
Interrelationships
among systems are
not quite clear (if
more than one

Project shows a very

unclear
understanding of
structure and
function of human
systems and does
not use appropriate
terms, with
information either
very unclear or not
provided.

(x2)

UNIT:

DEPARTMENT:

than one system is

cited.)

A.Y. 2015 - 2016

system is cited.)

TOTAL

/30