Biology 20- Unit 4: Human Systems Chapter 12

TITLE: 12.2 Kidney Diseases and Treatments

2015
Total Time: 85 minutes

DATE:

December 7,

Specific Outcome Addressed:

1. 20D3.1sts explain that the goal of science is knowledge about the natural
world (NS1)
explain how an understanding of nephron function is applied to renal and
peritoneal dialysis
identify specific pathologies of the excretory system and the scientific
knowledge connected with the treatment
identify the physiological complexities and challenges of organ
and tissue transplants.
2. 20D3.3s analyze data and apply mathematical and conceptual models to
develop and assess possible solutions
assess technological solutions to kidney failure, such as peritoneal
dialysis, hemodialysis and kidney transplant, and identify the potential
strengths and weaknesses of each (AIST2).

Lesson Objective: By the end of this lesson students will be able to:
- Describe several types of kidney diseases and dysfunctions, how they
are caused and how they affect the body;
- Describe several types of kidney failure treatment methods and how
they are used to aid in promoting healthy kidney function;
Materials: pen/pencil, textbook, binder, presentation materials
Lesson:
Time
40
min.

Activity
For the first 40 minutes of the class, the presentation groups will be
able to work on their topics and put the final touches on their
presentations. Groups must use their time effectively as the next 40
minutes of the class MUST be used for presentation time. The
teacher will circulate around the class to ensure that students are
working and staying on task, and to help groups who may need
assistance with their presentations.
Groups:
Devin, Alyssia Kidney Transplants
Chelsea, Tyson Dialysis
Brittany, Tori, Kade Diabetes
Courtney, Emerson, Jasmine Acute Nephritis

45
min.

Breanna, Madison Kidney Stones

Taylar, Mary, Carter Chronic Nephritis
Kayla, Mickelle, Tanner Shockwave Lithotripsy
For the next 45 minutes, each group will present their topic to the
class. They can choose to present by several different methods such
as powerpoint, lecture, demo, etc.; but they must answer all 5 of the
instruction points in order to gain top marks. The groups must have
performed detailed research in order to provide their classmates
with accurate information in an easy to understand format.
They must explain in detail:
- the cause of their topic,
- the area it affects the kidney,
- how it affects the kidney,
- how it begins to affect the body as a whole,
- what type of people are prone to this topic,
- and one interesting fact.
Each presentation should be limited to about 6-8 minutes. This can
change depending on if they need less time than 40 min. to prepare.
Each member of the group must take a turn to speak or share their
presentation with the class. If at the end, one member has not
spoken, the teacher or class can ask that student questions about
their topic.
Students will also be marked on their volume that they use to
present to the class, and the sequencing of the information in their
presentation. They must have a valid reason as to how they put their
presentation together the way that they did and why they used
certain graphics, information, etc.
There is a rubric attached to see the marking criteria for the project.
Each student will be given a blank chart to fill in other groups
information. Charts are already printed and on the counter beside
my desk. Before presentations begin, students must make additions
to their chart due to new groups being formed.
These changes should be: The Nephritis space split in half, one side
for acute and one side or chronic, and the treatment of Shockwave
Lithotripsy should be added to the bottom of the chart.
While groups are presenting, students must be courteous to their
classmates and respect their differing abilities to explain
information. Students will take notes down into the designated space
on their charts while that group is presenting.
Let the students know that this will be their study tool for their test,
so they should make their notes legible and easy to understand for
themselves.