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Sci q3 a human organsystem


Sci q3 a human organsystem

Sci q3 a human organsystem

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  • 1. Quarter: 3A Topic: Human Organ System Time Frame: 25 days Stage 1Content Standard: Performance Standard:The learner demonstrates understanding of human organ Learners in groups actively engage in activities that promote propersystems which promotes proper nutrition and overall wellness. nutrition and overall wellness to exhibit understanding of human organ systems.Essential Understanding(s): Essential Question(s):Understanding of human organ systems encourages one to Why do we study the human organ systems?engage in activities that promote proper nutrition and overallwellness.Students will know: Students will be able to do: I. Human Organ Systems and Nutrition 1. Explain the proper nutrition needed by different human organ systems. II. Types, Prevention, Detection and Treatment (traditional and alternative)of Diseases in Each Organ System 2. Illustrate how diseases in each organ system are detected, prevented or treated. III. Contemporary Health Issues that Promote Proper Nutrition and Overall Wellness 3. Discuss contemporary health issues that promote proper nutrition and overall wellness. IV. Technologies Related to Human Organ Systems 4. Infer how certain technologies are used to promote proper functioning of the human organ systems.
  • 2. Stage 2Product or Performance Task: Evidence at the Level of Understanding Evidence at the Level of PerformanceActive engagement in activities that promote EXPLANATIONproper nutrition and overall wellness to Describe the coordinated functions of Performance assessment of learnersexhibit understanding of human organ human organ systems. in conducting certain activities basedsystems. on the following criteria: Criteria: a. Thorough (investigating how body 1. Active engagement systems work together) 2. Promotion of proper nutrition b. Clear (expressing the concepts and overall wellness with clarity how organ systems work together) 3. Showing understanding of human organ systems c. Justifiable (demonstrating the coordinated functions of the organ systems) INTERPRETATION Create one or more models showing coordinated functions of the organ systems. Criteria: a. Meaningful (performing activities reflecting orderly coordinating human organ system)
  • 3. b. Illustrative (showing clearly all aspects of coordinated functions)APPLICATIONPrepare a plan of action showingconsumption of nutritious foods andhealthy habits to maintain properfunctioning of organ systems.Criteria: a. Appropriate (suiting healthy habits and nutritious foods depending on the age and health of the planner) b. Practical (including foods that are nutritious but available in the locality)PERSPECTIVEInfer the effects of certain technologiesinvolving organ systemsCriteria: a. Insightful (providing pros and cons of applying technologies in organ systems) b. Credible (using authoritative sources of information while listing/citing the pros and cons of applying certain technology)
  • 4. c. Reflective of critical thinking (combining research and knowledge of historical context)EMPATHYAssume the role of a patient suffering frommalfunctioning of human organ systemswho needs to decide to undergo medicaloperation with less chance of survival.Criteria: a. Sensitive (being conscious of one’s condition) b. Responsive (being aware of the risks that one has to face for rendering a very urgent decision)SELF-KNOWLEDGEReflect on healthy practices that should beimproved to promote one’s organ systems.Criteria: a. reflective (showing one’s knowledge of his/her health practices and lifestyles that affect his her organ systems) b. responsive (identifying strategies to promote healthy organ systems)
  • 5. Stage 3Teaching/Learning Sequence:EXPLORE As part of initial activities, learners shall be given an overview of the human organ system, what they are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their understanding of human organ systems gained from elementary science shall form part of the prerequisites.Learners shall: 1. undergo an assessment to diagnose what they learned previously on human organ systems (Suggestion: Diagnosis should cover the review of the students’ knowledge on the parts and functions of the organ systems, eating disorders, and food deficiencies. Results of this diagnosis shall be used to determine the prior knowledge and/or alternative conception if there is any.) 2. conduct additional hands-on/minds-on activities to learn not mastered concepts on human organ systems 3. introduce the human organ systems and its subtopics through a video on how organ systems work (Suggestion: use CONSTEL videos, video clips, ICT materials and other available multimedia resources.) 4. be given time to formulate questions on human organ system and cluster these to initially find out what is/are interesting to them; be given time to formulate other questions leading to the Essential Question focusing on the value of studying human organ systems (Suggestion: Strategies to use include KWL, Focus Group Discussion, brainstorming, think-pair & square, dyads, round robin, etc. Learners work on the attached activity.)
  • 6. 5. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about human organ systems (Suggestions: Strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be written on the board or on manila paper to be posted on the walls of the classroom.) 6. be grouped accordingly to choose some of the identified prior knowledge, alternative conceptions and tentative ideas (TI) (Suggestions: Whatever each group of learners selected, the group shall be asked to challenge or investigate the validity of these prior knowledge, alternative conceptions or tentative ideas during the Firm Up Stage) 7. be informed that they need to show their understanding of the human organ systems through active engagement in activities that promote proper nutrition and overall wellness to exhibit understanding of human organ systems 8. be informed that these activities shall be assessed based on the following criteria: (a) active involvement, (b) manifestation of proper nutrition and overall wellness, (c) usefulness to the functioning of organ systems, (d) demonstration of the coordinated functioning of body organs (Suggestion: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached.)FIRM UP Varied learning experiences shall be introduced to help learners disprove alternative conceptions, examine/assess prior knowledge and begin to discover the relevance of tentative ideas (TI) relevant to the EQ; make their understanding of the human organ systems thorough; equip them with skills and knowledge throughout the topic; and undergo differentiated instruction to address their unique strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what information is needed, where information can be located and how information can be gathered focusing on human organ systems. This also involves understanding or making meanings out of the scientific knowledge obtained.
  • 7. I. Human Organ Systems and NutritionUsing the chosen prior knowledge, alternative conceptions and/or tentative ideas (TI) related to the EQ as starting/focal points ofinvestigation, learners shall: 1. recognize the necessity of coordinated functioning of the organ systems for (a) support and movement, (b) digestion and absorption, and exchange, (c) transport and protection, (d) control, and (e) proper growth, development, health and survival of humans (Main Idea: Humans have structures that enable them to perform the life functions, or physiological functions. This is known as complementarity of structure and function.) (Suggested Strategies: use of ICT materials, concept mapping, library work, etc.) (Suggested Activity: Divide learners into 10 groups each, representing human organ systems such as nervous, skeletal, muscular, digestive, respiratory, excretory, endocrine, circulatory, reproductive, and integumentary systems. Ask each group how the system assigned to them functions and how it interacts and supports other systems. Let each group make a concept map to show the connections. Ask learners further on the rationale of such connections.) 2. analyze how nutrients (water, carbohydrates, proteins, fats, vitamins and minerals) contribute to proper functioning of specific organ systems (Main Idea: In order for our body to function well, it requires at least forty nutrients which can be obtained from food sources. When we take in foods, these are broken down to essential nutrients. Nutrients absorption occurs with the help of the circulatory system, where the nutrients are distributed to various cells within our body. Certain food nutrients contribute to proper functioning of specific organ systems.) (Suggested Strategies: brainstorming, round robin, concept mapping, etc) (Suggested Activities: Activity 1. Divide learners into groups. Ask them to list the food they commonly eat. Let them identify the nutrients present in each food sample. They may use multiple sources to collect information. Ask them to discuss how these nutrients promote proper functioning of specific human organ systems. Guide them to summarize their discussions for class presentation. Inform them that outputs may be presented in the form of a table, concept map, etc. Activity 2:Ask learners to gather nutrition labels from the following products: a carbonated soft drink, canned spaghetti in sauce, mineral water, potato
  • 8. chips, fruit juice, etc. Let them analyze nutrition facts as shown at the back of the wrapper of each food sample. Compare these values to the recommended daily intake. Let them decide if these foods would benefit any of the human organ systems.) 3. infer the importance of observing a balanced diet and of having sleep, work, exercise in moderation to achieve homeostasis (Main Idea: Eating a balanced diet means choosing a wide variety of foods and drinks from all the food groups. It also means eating certain things in moderation, namely, saturated fat, trans fat, cholesterol, refined sugar, salt and alcohol. The goal is to take in nutrients you need for health at the recommended levels. Sleep is not only one of the most enjoyable pursuits for most people, but also of vital importance to the body and its upkeep. It is generally considered good practice to get from seven to nine hours of quality sleep every night in order for our brain and body to continue working properly, let out brain cells invigorate themselves, and rest tired muscles exhausted from a hectic day. Scientists revealed today that people who exercise on work days are more productive, happier and suffer less than on non-gym days.) (Suggested Strategies: use of resource person (dietician/ doctor of alternative medicine), forum, use of ICT, picture analysis, etc.) (Suggested Activities: Activity 1. Learners may be actively engaged by asking questions relevant to the presentations. From there, learners will be guided to infer on the benefits that can be obtained from observing a balanced diet, sleep, work and exercise in moderation to internal balance or homeostasis, respectively. Activity 2. Ask learners to divide the whole class into to groups – those who observe balanced diet, exercise regularly and get adequate sleep (8 hours) and those who do not. Get the individual data on vital statistics and average these data based on gender and age. Compare the data and infer on the importance of eating a balanced diet, adequate sleep and moderate exercise.) 4. revisit prior knowledge, alternative conceptions and/or TI on human organ system, if any (Suggested Activity: Ask each group of learners to discuss those prior knowledge, alternative conceptions and/or TI which the group previously chose for investigation. Encourage this group to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made pertaining to the human organ system.)II. Types, Detection, Prevention and Treatment of Diseases 5. analyze the importance of the germ theory
  • 9. (Main Idea: The germ theory describes some causes of diseases.) (Suggested Strategy: simulation) (Suggested Activity: Assign each learner to place a small amount of glitter in the palm of one hand and rub the hands together to spread the glitter to both palms. This should be done early in the day. Ask them to do the usual activities of the day. Ask them to reflect at the end of the day. Let them examine their environment, including the people around them. Let them find out where the glitter shows up. Ask them to relate the activity to how diseases might spread and its connection to the germ theory.)6. identify one or more common diseases/ disorders of each human organ system and their detection, symptoms, causes and treatment (Main idea: Food deficiencies, lifestyles, drug abuse, drug addiction, and eating disorders cause serious health problems. Infectious diseases spread in many ways. Noninfectious diseases are not contagious. On the other hand, detection of symptoms may lead to earlier treatment of diseases.) (Suggested Strategies: FGD/ Interview, field experiences, community observation, library/ internet search, etc.) (Suggested Activities: Learners may explore the internet and other available resources. Learners may also consider interviewing ordinary folks or herbolarios. Others may obtain data from health workers/DOH. The sample table below may be used for data gathering. Document and record in a project data book all pertinent information related to the research.) Sample Table Human Disease/ Contagious or Prevalence Causes Symptoms Detection Treatment Organ Disorder noncontagious; (Statistics) System fatal or nonfatal*
  • 10. *Classify diseases as contagious or non-contagious. On the other hand, disorders may be classified as fatal or nonfatal. 7. relate food deficiencies and lifestyles to malfunctioning of organ systems (Suggested Strategies: FGD, Interview, document analysis, etc.) (Suggested Activities: Ask learners to revisit the data from the previous activity done in item 13. Let them determine if column 4 [causes] reveals data related to food deficiencies and lifestyle. Ask learners to relate these data to malfunctioning of organ systems. In case no data are available, learners may be asked to do internet search, available published researches, interview experts, etc. They may later use these data to relate food deficiencies and lifestyles to malfunctioning of organ systems.) 8. suggest ways to prevent/treat common diseases/ disorders of human organ systems (Suggested Strategies: round robin, small group discussions, document analysis, poster making, etc.) (Suggested Activity: Divide the class into smaller groups. Ask each group to focus on at least two organ systems. Let members discuss ways of preventing or treating common diseases/disorders of human organ systems based on brochures, pictures or available reading materials. They may use round robin in the discussion. Learners will show the results of their discussion through a poster. Have learners exhibit their posters and do the gallery walk. Get the insights from each group.)III. Current Health Issues on Nutrition and Overall Wellness 9. discuss the implications of current health issues on nutrition and overall wellness, such as: a. emergence of new diseases b. lifestyle and work habits of people c. nutritional trend d. quality of food resources e. emergence of food supplements f. use of alternative medicines (acupuncture, reflexology, aromatherapy, massage therapy, etc.) g. aesthetic medicine (plastic surgery, botox, breast augmentation, etc.) (Suggested Strategies: forum, symposium, seminar, reflection, etc.) (Suggestion: Organize a forum/symposium or a seminar. Encourage learners to interact. Ask them to submit a one-page report which includes their insights, opinions and/or perceptions on the implications of current health issues related to nutrition and overall wellness.)
  • 11. 10. revisit prior knowledge, alternative conceptions and/or TI on current health issues on nutrition and overall wellness (Suggested Activity: Ask each group of learners to discuss those prior knowledge, alternative conceptions and/or TI which the group previously chose for investigation. Encourage this group to reason out for either assessing, confirming or rejecting these respectively in the light of the activities conducted and analyses made pertaining to the nutrition and overall wellness.)IV. Technologies Related to Human Organ Systems 11. describe advances in technologies that promote healthy human organ systems (Main Ideas: Scientific understanding helps people fight disease. Scientists continue efforts to prevent and treat illness using varied technologies.) (Suggested strategies: library/internet search, role play, information gathering, oral/visual presentation, etc.) (Suggested Activity: Pre-assign learners to collect information on how human organ systems are damaged and what technologies have been invented and used to treat and promote human organ systems. In the actual activity, divide the class into three groups and let them role play the assigned task – 1st group to personify human organs affected by disorders/diseases, 2nd group to play the role of experts discussing how technologies are developed, and 3rd group to make a presentation on how specific technologies are used to prevent or treat disorders/ diseases of human organ systems. All group leaders are expected to plan their presentations such that there is connection and continuity from one group to another. After the group presentations, ask the class to describe how advances in technologies promote healthy human organ systems.) 12. prepare a photodocumentation of successful local technologies in promoting healthy human organ systems (Suggested Strategies: library/internet search, interview, visit to local research institutions, etc.) (Suggested Activity: Pre-assign learners to get articles and collect related information on local efforts done in developing successful technologies that promote healthy human organ systems. Ask learners to develop a photodocument that reflects these technologies including their Filipino proponents.)
  • 12. DEEPEN Here, learners shall be engaged in understanding human organ systems which includes the processing and making meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth exploration of scientific methods using multiple sources of information and various modalities of manifesting learning.Learners shall: 1. describe how frequent use of drugs/antibiotics affect the immune system 2. design an advocacy material (IEC) that promotes nutrition and overall wellness 3. relate their present understanding of concepts to future careerAt the level of understanding, learners shall: 4. describe the coordinated functioning of the human organ systems (FU: Explanation) 5. prepare a plan of action showing consumption of nutritious foods and healthy habits to maintain proper functioning of organ systems (FU: Application) 6. explain the effects of certain technologies involving organ systems (FU: Perspective) 7. assume the role of a patient suffering from malfunctioning of an organ system who needs to decide whether or not to undergo medical operation with little chance of survival (FU: Empathy) 8. reflect on healthy practices that should be improved to promote one’s organ systems (FU: Self-knowledge)To draw out the essential understanding, learners shall: 9. contemplate on the essential question “Why do we study human organ systems?” 10. reexamine their revised TI
  • 13. 11. justify their previous answers based on the understanding(s) gainedTRANSFER There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas, view things differently and reengineers processes. Learners shall be involved in designing, constructing, planning, producing new knowledge and/or inventing products which can contribute to the protection of the environment and sustainable use of resources.Learners shall: 1. conduct activities that promote proper nutrition and overall wellness with the theme celebrating “Wellness in a Day/Week” to exhibit understanding of human organ systems(Suggested Activities: Activities suggested include: 1. designing and/or creating a brochure that explains how the body uses nutrientsnecessary for normal function. Images from magazines or from internet may be used; 2. conducting a medical seminar with theassistance of the Rural Health Unit [RHU] focusing on the common human organ diseases and contemporary health issues, theirdetection, prevention and treatment; 3. Organizing a forum where alternative medicine practitioners and sponsors are invited; 4.Organizing exhibits of varied health and wellness products with sample free services [dental, massage, etc.].) 33. evaluate their products/performance based on these criteria: a. Active engagement b. Promotion of proper nutrition and overall wellness c. Showing understanding of human organ systems
  • 14. Resources (Web sites, Software, etc.)■■■■■■■■■■ Biology by Miller and Levine p. 890■ Science by McLittell p. B-7Materials/Equipment Needed:Manila paperMarking pensColored papersCutoutsComputerComputer presentationsLCD ProjectorEducational film