1

Biology Unit Plan

SBI3C- Anatomy of Mammals

Paul La Marra

Unit Overview Description

This Anatomy of Mammals unit plan is designed for a college-level grade 11 biology class. This
unit emphasizes active, student-centered, inquiry based learning with a wide range of
differentiated instruction. The students will learn the roles of the major body systems, and how
the interact. These body systems include the circulatory system, the digestive system, and the
respiratory system. As the students begin to learn the anatomy and physiology of the major body
systems, they will begin to explore common diseases and disorders relating to these systems
(cardiac disease, asthma, ulcers) and the risk factors associated with them (smoking, alcohol,
sedentary behaviours, genetics). Students will be given ample opportunity for hands-on learning,
with the completion of a heart dissection lab, a lung capacity lab, and a heart rate/blood pressure
lab. This unit has been carefully planned to scaffold student knowledge, with sufficient
opportunity for both formative and summative assessment and evaluation through quizzes, lab
reports, a summative project, and a unit test.
Learning Outcomes and Expectations
Overall Expectations:
e1. Analyse the social or economic impact of a technology used to treat systems in the
human body, and the impact of lifestyle choices on human health;
e2. Investigate, through laboratory inquiry or computer simulation, the anatomy,
physiology, and response mechanisms of mammals;
e3. Demonstrate an understanding of the structure, function, and interactions of the
circulatory, digestive, and respiratory systems of mammals.
Specific Expectations:
E1. Relating Science to Technology, Society, and the Environment
o e1.1 analyse the social or economic impact of a medical device or technology
related to the treatment of the human circulatory, respiratory, or digestive system
(e.g., a pacemaker, a heart- lung bypass machine, kidney dialysis) [AI, C]
o e1.2 analyse the impact of various lifestyle choices on human health and body
systems (e.g., the impact of excessive alcohol consumption on the liver; of
smoking on the respiratory system; of loud noise on the auditory system)

E2. Developing Skills of Investigation and Communication

o e2.1 use appropriate terminology related to animal anatomy, including, but not
limited to: systolic contraction, diastolic pressure, diffusion gradient, inhalation,
exhalation, coronary, cardiac, ulcer, asthma, and constipation [C]
o e2.2 use medical equipment (e.g., a stethoscope, a sphygmomanometer) to
monitor a human system, and interpret the data collected [PR, AI]
o e2.3 plan and conduct an inquiry to determine the effects of specific variables on
the human body (e.g., the effects of exercise and rest on heart rates) [IP, PR, AI]

o e2.4 perform a laboratory or computer-simulated dissection of a mammal to

identify organs, and explain the relationships between the structures and functions
of body systems [PR, AI]

E3. Understanding Basic Concepts

o e3.1 describe the anatomy and physiology of the circulatory system (including the
atrium, ventricles, valves, aorta, pulmonary artery, vena cava, capillaries, veins,
arteries, blood cells, and platelets), the mechanisms of blood pressure, and the
function of the spleen
o e3.2 describe the anatomy and physiology of the respiratory system (including the
nasal cavity, trachea, larynx, bronchi, bronchioles, alveoli, and oxygenated and
deoxygenated blood) and the mechanisms of gas exchange and respiration
o e3.3 describe the anatomy and physiology of the digestive system (including the
mouth, epiglottis, esophagus, stomach, intestines, liver, and pancreas), the
mechanisms of peristalsis, absorption, and mechanical and chemical digestion,
and the function of the kidneys
o e3.4 explain some of the mechanisms of interaction between a mammals different
body systems (e.g., the exchange of oxygen and carbon dioxide between the
respiratory and circulatory systems)

Concept Map

Unit Plan Schedule

Lesson

Topic

Organization of
Organs and
Organ Systems
Students will be
able to articulate
the different
structure and
function of the
bodys main organ
systems

Activities

Comments, TimeSaving Strategies

Expectations

Place mat Activity on organ

systems (see diagnostic
assessment)
Lecture on organ systems
Students complete table of organ
system function
Textbook 3.1

Prepare place mats

for students ahead
of time.

3.2, 3.3, 3.4

Textbook 3.9 p.195-198, 200

Lecture slides introducing the
terms and functions
Blood Composition Activity:
http://www.stevespanglerscience
.com/lab/experiments/componen
ts-of-blood

Read text ahead of

time. Ensure
students have a
computer for
activity. Make sure
supplies are
purchased and set
up prior to the lab
day

Cardiovascular
System Structure

Students will be
able to differentiate
between the
different organs of
the cardiovascular
system.
Students will also
be able to
distinguish the
different
components of
blood

Heart Structure &

Function
Students will
consolidate
information about
the heart and its
function. students
will be able to track
the flow of blood
through the body
Students will be
able to connect the

Be sure to take up
material with
students on the
board

2.1, 3.1

Ask students to
clean up activity
afterwards.
Students are
allowed to eat
materials if desired
Lecture slides on the major parts of the
heart and the flow of blood through the
heart
Students complete heart worksheet
(Appendix A) in groups of 3 without a
textbook

Make sure students

are staying on task
and discussing their
answers
the completion of
this activity will set
up students well for
the heart dissection
the next day

2.1, 3.1

function of the
heart with the
bodys blood
vessels
4

Heart Dissection

Cardiovascular
Disease and Risk
Factors

Students will be
able to identify and
causes of the four
categories of heart
disease. Students
will identify how
certain risk factors
can cause heart
disease

Heart Rate &

Blood Pressure
Lab

Students will
understand the
effects of specific
variables on the
human body and
how they can affect
blood pressure and
heart/pulse rate.
7

Cardiac Cycle

Students will watch video on

heart song
http://www.youtube.com/watch?
v=q0s-1MC1hcE
Students will be guided through
dissection of a pig heart
Students will complete
worksheet tracing the flow of
blood through the heart
See appendix B

Prepare all lab

materials ahead of
time.
Review lab safety
procedures and
ethics of a
dissection
Make sure students
clean up and put
away supplies once
finished

2.4

Students will learn the types and

causes of major cardiac disease
(heart attack, stroke) based on
lecture slides
Will participate in group activity
where the students come up with
some risk factors
Students given worksheet to
check what risk factors they
might have
Textbook: 3.10, p.205

See how many

students have been
affected by these
cardiac diseases

1.2

Brief lecture on heart rate and

blood pressure and how it is
read
Hands on activity that
investigates blood pressure and
heart rate using a
sphygmomanometer and
stethoscope
Textbook: p.208-209
Students are asked to complete
the associated questions in the
textbook

Make sure that

students are
allowed to
participate in
physical activity. if
not students are not
allowed to
participate in the
physical portion of
this lab

2.1, 2.2, 2.3

Students read about diagnosis and

1.1, 2.2

Students will
understand medical
diagnosis,
treatment, and
prevention for
varying circulatory
system disorders
8

10

treatment in the textbook

Textbook: p. 203-204
Students are given examples of ECG and
are guided through how to read various
ECG examples
Students work on relating on what ECG
readings show certain cardiac diseases

Respiratory
System Overview
& Anatomy

Students will be
able to identify the
various organs of
the respiratory
system and their
function

Gas Exchange

Students will be
able to explain the
interactions
between the
bronchioles, lungs,
and blood vessels.

Tidal Capacity
Lab

Discuss with
students on the
whiteboard about
what they know
about the
respiratory system

2.1, 3.2

Make sure enough

worksheets are
photocopied before
class

Students will
understand the
concepts of lung
capacity and
breathing rates, and
how different lung
volumes can
correspond to
different depths of

Introduction to terms and

functions of respiratory system
Lecture slide presentation on
material
Students are given worksheet to
complete on the respiratory
system (Appendix C)

Lecture slides on the mechanism

of breathing
Students will learn the process
of gas exchange and how it
connects to the cardiovascular
system
Textbook: p.221

Prepare computer
2.1, 3.2, 3.4
and projector
before class and test
for any technical
glitches

Introduction to different lung

measurements
Students complete hands on lab
measuring tidal capacity
(Appendix D)

Prepare lab tools

ahead of time.

Spend extra time

assessing students
learning as it is
important students
understand this
1.2, 2.1,
2.3, 3.2

breathing.
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Respiratory
Systems Disorders
& Technology

Students are required to research

various respiratory illnesses.
Whiteboard activity where the
students discuss the causes and
treatment of these illnesses
Textbook: 3.17 p.226-230

Allow students to
write on the board.
This encourages
participation
Make sure students
have tools for
research including
textbook and
computers

1.2

Students will complete jigsaw

activity where they work in
groups and research each organ
of the digestive system.
Afterwards they complete
presentation to class
Students complete digestion
system worksheet (Appendix E)

Decide student
groups ahead of
time and make sure
all materials are
laid out before class

2.1, 3.3

Lecture slides on digestion

Students complete activity from
textbook, p.185

This activity works

better in groups,
expand on lecture
slides

2.1, 3.3

Students are given a quiz on the

digestive system
Students will complete case
study from textbook, 3.6, p.189
and answer the associated
questions in class
Case study focuses on Crohns
disease and its effect on the
body
Students will also be introduced to a
variety of structural, malabsorptive and
inflammatory disorders

Students can read

the case study prior
to coming to class

1.1, 1.2

12

Digestive System
Overview &
Anatomy

13

Absorption,
Digestion, Kidney
Function

14

Digestive
Disorders

15

Putting it all
Together

Students review material using a

web activity that incorporates
guided investigation
http://science.nationalgeographi
c.com/science/health-andhuman-body/human-body/

Give students five

minutes to prepare
for quiz and clear
their desks

Make sure each

student has a
computer to work
with. If not enough
are available have
students work in

3.4

16

Unit Test

students will go over any material they

do not understand with the teacher and
are given time to review material

Students complete unit test

covering the organ system unit

groups

Give students five

minutes to prepare
to put work away
and get ready for
test.
Students will put up
their hands when
finished so the
teacher can collect
the test

ASSESSMENT
EVALUATION PLAN
Assessment
Strategy

Assessment
Tool

What outcomes and expectations are being

assessed?

Total
Value of
Unit

10

Unit Test

Marking
Scheme

- Application of knowledge
-Describe the anatomy and physiology of the
circulatory system
-Describe the anatomy and physiology of the
respiratory system and the mechanisms of gas
exchange and respiration.
-Describe the anatomy and physiology of the
digestive system

40%

Lab worksheet Authentic

Assessment Heart Dissection

Marking
Scheme

-Describe the anatomy and physiology of the

circulatory system (including the atrium,
ventricles, valves, aorta, pulmonary artery, vena
cava, capillaries, veins, arteries, blood cells, and
platelets), the mechanisms of blood pressure.

10%

Lab Exercise
Heart Rate/Blood
Pressure

Checklist

- Use medical equipment (e.g., a stethoscope, a

sphygmomanometer) to monitor a human system,
and interpret the data collected

10%

Lab worksheet Summative

Assessment -Vital
Capacity Lab

Rubric

-Describe the anatomy and physiology of the

15%
respiratory system and the mechanisms of gas
exchange and respiration.
- Analyse the impact of various lifestyle choices on
human health and body systems
- Use proper formatting of Lab reports

Quiz Digestive
System

Marking
Scheme

-Describe the anatomy and physiology of the

digestive system (including the mouth,
epiglottis, esophagus, stomach, intestines, liver,
and pancreas)

10%

Laboratory
Performance

Checklist

-Describe the anatomy of the heart (how blood

flows through the heart)
- Done throughout heart dissection lab
- AUTHENTIC ASSESSMENT*

10%

Place Mat Activity

Rubric

- Assess prior knowledge of students, regarding

cardiovascular system, digestive system, and
respiratory system

5% (completi
on)

Worksheets

Marking
Scheme

- Formative assessment, to show teacher how

much material students understand. Various topics
throughout unit.

None formative

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Diagnostic Assessment:
The purpose of this is to find out how much prior knowledge the students have about the human
body, particularly about the three major body systems that they will learn about throughout the
unit (cardiovascular, respiratory, digestive). The students will complete a place mat activity:
1. Ask the students to get into groups of 3
2. group of 3 will share a large piece of paper
3. Students will write the word Body systems in the middle of the page, circle it, and then
divide the page into 3 sections, so each can work on one part of the page.
4. Each section on the page will have a title Cardiovascular system, respiratory system, or
digestive system.
5. The students will be given 3 minutes to write as much as they know about that body
system, including organs involved, what its function is, what diseases relate to that body
system, and what risk factors affect the body system.
6. After 3 minutes, each group will rotate the page, and be given an opportunity to add to
the information their group member has written.
7. After another 3 minutes, the students will rotate the page once more in order to add more
information on the last body system they will be discussing.
8. Now that all group members have been given the opportunity to share what they know
about each body system, they will share answers with the class, and hand in their place
mat activity.
Student place mats will be compared to a simple rubric in order to predict the extent of student
knowledge.

Diagnostic Assessment Rubric

Knowledge and
Understanding

Level 1

Level 2

Level 3

Level 4

Students list one

organ associated
with each body
system, do not

Students list 2
organs associated
with each body
system, partially

Students list 3
organs
associated with
each body

Students list 4 or
more organs
associated with
each body

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Application

show
understanding of
system function.

describe function
of body system.

system, describe
function of body
system.

system, describe
function of body
system.

Students list
only one
disorder/disease
associated with
the system.

Students list two

disorders/diseases
associated with
the system.

Students list
three
disorders/disease
s associated with
the system.

Students list four

or more
disorders/diseases
associated with
the system.

Formative Assessment
Digestive System Quiz
Knowledge + Understanding =
1.

Name: __________________
/14

Application =

What are the main functions of the digestive system? (3 K/U)

/5

13

2.

List, in order, the structures food must pass through in a human digestive system. (8 K/U)

3.

Give 3 examples of homeostasis in the digestion process. (3 K/U)

4.

The job of the large intestine is to absorb water. Over a 4 hour period, a person with diarrhea
absorbs about 10mL, while a constipated person absorbs about 100mL of water.
a) How do you think the role of the large intestine effects constipation/diarrhea? (3
A)

b) What would you expect the normal intestinal absorption rate to be? Why?
(2 A)

Summative Evaluation: Vital Capacity Lab

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Summative Assessment Rubric for Vital Capacity Lab

Level 1

Level 2

Level 3

Level 4

Knowledge
and
Understandi
ng

Student has not

successfully
found vital
capacity AND
has multiple
errors in
equations or
measurements.
Student does not
show
understanding
of lab
procedures

Student has not

successfully
found vital
capacity, or has
multiple errors
in equations or
measurements.

Student has
successfully
found vital
capacity, but
with small error
in lab
procedures or
equations

Student has
successfully
found vital
capacity, and
completed all
lab procedures
correctly

Thinking
and Inquiry

In observation
and conclusion
sections, student
shows no
attempt at
critically
analyzing the
validity of lab
activity.

In observation
and conclusion
sections, student
shows little
understanding
of validity, but
attempts to
assess validity of
lab activity.

In observation
and conclusion
sections, student
shows
understanding,
but with little or
no scientific
evidence or
reason to
explain validity
of lab activity.

In observation
and conclusion
sections, student
analyzes and
evaluates to
make
scientifically
supported
judgments
about the
validity of the
lab activity.

Communica
tion

Student is
missing or has
not satisfactorily
completed three
components of
lab report or has
more than 7
spelling/gramma
tical errors in

Student is
missing or has
not satisfactorily
completed two
components of
lab report, or
has 4-7
spelling/gramma
tical errors in

Student is
missing or has
not satisfactorily
completed one
component of
lab report, or
has 1-3
spelling/gramma
tical errors in

Student has
completed all
components of
lab report, and
is free of
spelling/gramma
tical errors

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Application

report

report

report.

Student
provides very
little effort in
answering
discussion
questions, and
shows minimal
application of
knowledge in
answers

Student
provides some
effort in
answering
discussion
questions, and
shows some
application of
knowledge in
answers

Student
provides effort
in answering
discussion
questions, and
shows
application of
knowledge in
answers

Student
provides great
effort in
answering
discussion
questions, and
shows thorough
application of
knowledge in
answers

Authentic Assessment:
Authentic assessment will be done by completing the heart dissection lab.
This assessment will be interesting, engaging and meaningful for the students, and will
relate to the real world.
Students will be assessed by demonstrating both on the live heart, and on the worksheet
how oxygenated and deoxygenated blood flows through the heart.
See appendix B

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Name:________________________
Anatomy of Mammals Unit Test

K=

/21

T=

/12

1. Identify the three body planes below. (3K)

A=

/14

C=

/10

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2. Label the following parts of the digestive system: A, J, F, H, E, G, H, D (8K)

3. Define the terms Systolic pressure and Diastolic pressure. (2K)

20

4. An individual injured in a car accident was being examined by emergency medical

personnel. Since both forearms were injured, they could not be used to determine the
individual's pulse. What other points on the body could be used to measure the persons
pulse? (3T)

5. How might an understanding of the effect of depressants and stimulants on homeostasis

affect a persons decisions about whether or not to take these kinds of drugs? (4A)

6. Give an example of an organ that plays a major role in more than one organ system. (3T)

21

7. What are the following instruments used to measure: stethoscope, sphygmomanometer,

spirometer? (3A)

8. Label the following parts of the heart: 5, 6, 8, 9, 10 (5K)

9. Name the risk factors that are associated with cardiovascular disease. (3K)

22

10. Use a graphic organizer to name and briefly describe the four categories of heart
disease? (4C 4T)

11. Why are plaque deposits in arteries dangerous to our bodies? (2T)

12. What are three things you would tell your friend to reduce his chances of having heart
disease and why? (6C)

13. Why do you think it is beneficial for humans to have two kidneys rather than one? (3A)

23

14. A number of medical conditions, such as bronchitis, cause air passageways to narrow.
(4A)
a. What problems would be caused as the air passages decrease in diameter?
b. What occupations or working environments are likely aggravate bronchitis?
______________________________________________________________________

Appendices
Appendix A

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Appendix B

25

Appendix C

26

27

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Appendix D

Append
ix E

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30

31

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References

Text book and worksheets courtesy of Dr. Jeff Charron of Vincent Massey Secondary
School. Retrieved on Wednesday January 21st, 2015.
Di Giuseppe M. Biology 11. Toronto: Nelson; 2003.