Curriculum Framework

Human Body Systems Unit 1 Lesson 1

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Describe the location of an injury using appropriate directional terms as well as the body systems impacted by the injury.
T2 Recognize that systems are composed of multiple interacting sub-components. (Unit level)
T3 Describe how the systems of the body work together to maintain homeostasis and overall good health.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - The human body is made up of complex systems
Q1 How do different body systems work together to complete
functioning together to maintain homeostasis.
specific functions, such as movement and communication?

U2 - Directional terms describe the position of anatomical

structures in relation to other structures or locations in the body,
and regional terms specify distinct anatomical landmarks on the
body.

Q2 What is the advantage of using regional and directional terms

when discussing location in the body?

Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Identify the systems and structures involved in basic body
S1 - Show the relationship between multiple human body
processes. U1
systems. U1
K2 - Explain the functions of different human body systems, and
S2 - Demonstrate the correct use of directional and regional
list the major organs within each system. U1
terms. U2

S3 - Illustrate key directional term pairs on a model of the human

K3 - Describe how multiple body systems are interconnected and
body. U2
how those interconnections and interactions are necessary for
life. U1

K4 - Explain how directional terms and regional terms can be

used to pinpoint location on the body. U2

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework Human Body Systems Unit 1 Lesson 1.1 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Investigating the anatomy and
physiology of the bodys organ
systems. (A1.1.1)
Students will

1. Research their assigned

body system to identify its
organs and function.
2. List ten unknown, cool, or
unusual facts about their
body system.
3. Create a body system
graphic organizer.

Learning medical terminology.

(A1.1.2)
Students will

1. Identify and label the

location of the organs
using a Clay Maniken.
2. Play a game to learn
about medical
terminology.
3. Create sentences, using
medical terminology, to
compare organs.
4. Define regional anatomical
terms (cervical, buccal,
etc).

Assessments for
Learning

Assessments of
Learning

2. All conclusion
questions will be
reviewed.

2. They will
identify how
their organ
system
interacts with
another.

1. The instructor will

review the body
system facts and
graphic organizers
and give feedback.

1. Students will
label the
graphic
organizer.

Learning Plan (stage 3)

Activities (A), Projects (P),

and Problems (B)
A.1.1.1
A 1.1.2

Knowledge and Skills

K1, K2, K3, S1
K4, S2, S3

3. All conclusion
questions will
be answered.
1. The teacher will
review their Maniken
flag placement,
sentences, and
graphic organizers
for accuracy and
give feedback.
2. All conclusion
questions will be
reviewed.

1. Students will
discuss
anatomical
terms and
create flags
with the terms
to label their
Maniken.
2. They will write
sentences
using the
anatomical
terms.
3. Students will

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework Human Body Systems Unit 1 Lesson 1.1 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

label their
graphic
organizer with
anatomical
terminology.
4. All conclusion
questions will
be answered.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework Human Body Systems Unit 1 Lesson 1.1 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD