Develop a unit of study (equivalent to about two
weeks duration) that applies Tyler’s
basic principles of selecting educational purposes, educational experiences,
and organizing educational experiences.
The unit should include the following:

A statement of major
objectives that emerge from the three sources and are stated consistently
with Tyler’s
form.

Life Science Human Body Unit

Students
will describe the structure and function of organ systems.

Students
will explain the purpose of the major organ systems in the human body.

2.       An outline of learning experiences
appropriate to achieving the purposes that conform to Tyler’s criteria.

Learning
Activities

Day1:  Introduce Human Body Organ system Unit

Begin a KWL chart for the human
body systems.  Watch and discuss:  Biologically Speaking:  Systems of the Human Body
(Peachstar).  Add to the KWL chart
for the human body systems.

Day 2 & 3:  Skeletal System and Muscular System

Read and discuss text pages
490-501.  Add to the “L”
of the KWL chart on Skeletal and Muscular Systems.  Use clips from the following videos
(Peachstar):  Our Flexible
Frame:  The Skeletal and Muscular
System and Human Body Systems:  The
Skeletal and Muscular Systems to review/reinforce standards.  Complete Venn Diagram comparing/contrasting
the Skeletal and Muscular Systems.

Day 4:  Digestive System

Begin completing the Anticipation
Guide on the Digestive System.  Read
and discuss text pages 529-535.
Finish completing the Anticipation Guide on the Digestive System.  Use clips from the Peachstar video Human
Body Systems; The Digestive System to review/reinforce standards. Add to the
“L” of the KWL chart on Digestive System.  Assign students to draw, label and color
the digestive system.  Use rubric to
evaluate.

Day 5:  Circulatory System

Review Digestive System.  Assign students to complete the
Digestive System Quiz.  Read and
discuss text pages 546-561.  Use clips
from the Peachstar video Human Body Systems:  The Circulatory System to
review/reinforce standards.  Add to
the “L” of the KWL chart on Circulatory System.  Compare and contrast the 3 types of
circulation using the Expanded Venn Diagram.  Assign students to complete the handout
to identify the parts of the heart and the flow of blood through the heart.

Day 6:  Respiratory System

Read and discuss text pages
574-582.  Use clips from the
Peachstar video Human Body Systems:
The Respiratory System to review/reinforce standards.  Add to the “L” of the KWL
chart on Respiratory System.  Assign
students to complete the web quest “The Organ Trail” http://sciencespot.net/Pages/otrail.html
and create a wanted poster of an organ of the respiratory system.

Day 7:  Digestive, Circulatory and Respiratory
System Review.

Review materials on the
Digestive, Circulatory and Respiratory systems.  Assign students to complete/create a
chart that describes how the digestive, circulatory and respiratory system
serve the cell’s need for food, oxygen and waste removal.

Day 8:  Nervous System

Read and discuss text pages
600-608.  Use clips from the
Peachstar video Human Body Systems:
The Nervous System to review/reinforce standards.  Add to the “L” of the KWL
chart on Nervous System.  Assign
students to design a word diagram that describes the structure and function of
the nervous system.

Day 9:  Review Human Body System

Using the KWL charts, diagrams,
charts, web quest, anticipation guide review and assign students to complete
Performance Task project in 6 person groups.

Performance Task:

Your 6 person team of doctors
will be visiting the life science classes of your school to describe/explain
the structure and function of the skeletal system, muscular system, digestive
system, circulatory system, respiratory system and nervous system.  Your assignment is to relate each of
these organ systems/organs to the various jobs, departments and equipment at
your school.  Since you will be
working with middle school students, you must use diagrams and explanations to
help them understand what each system/organ is and what it does.  You may use posters, transparencies,
power points, charts and other approved resources and materials to present your
information.  Make sure you can
explain why each organ system/organ relates to a specific job/department/equipment
at the school.  Each
“doctor” should take one of the 6 organ systems and produce a
presentation that explains the structure and functions of the organ system and
relate this to the jobs/departments/equipment in their middle school.  Each doctor is responsible for
presenting this information with visuals to the class.  Your team of doctors will work together
to present all six organ systems in a “team” presentation.  Presentations will be evaluated with
performance task rubric.

Day 10:  Performance Task Presentations.

Each group will present their
performance task.

3.       An explanation of how the learning
experiences are organized, including connections between this unit and other
components (subjects) of the school curriculum.

Learning experiences are organized
so that they build upon each other.
Students are active participants in their learning.  They actively evaluate what they do and
do not know and what they have learned.
Each activity/learning experience prepares students for and provides the
resources and materials to use in the cumulative performance task project.  Students have the opportunity to use
their interest and talents to complete activities/assignments.  Students have to work as individuals and
in small groups to share their learning/knowledge/skills.  Students will use learning and skills
from other content areas such as math to complete charts/graphs, art to
complete diagrams/drawings, technology to create PowerPoint presentation and
web quests, and health to understand the needs of a healthy human body.