Subject: Biology Objectives At the end of the lesson the students will be able to : i). Define excretion. ii).

Identify on diagrams and name the unlabelled structures also and state the function of each.

Reader: X C

Topic: Excretion in living organism Time 5mins 12mins

week: 1st Resources Flip chart showing the image of urinary system Worksheet to identify the structures.

Date: Assessment Students will be assessed on their ability to : i) Define excretion as the removal of toxic materials and the waste products of metabolism from organisms. ii) Identify on diagrams and name the unlabelled structures also and state the function of each.

Methodology Introduction: brainstorming about excretion will be done as a lesson starter. Teachers exposition: through the image of urinary system the structures involved in the process of excretion and their functions Query /Random feed back: Describe how the removal of carbon dioxide from the lungs is not considered as an excretory process. Justify your answer with valid reasons. Written task: i) Define excretion. ii) Identify on diagrams and name the kidneys, ureters, bladder, urethra, and state the function of each. Wrap up: Lesson will be summarized by the student.

5mins

3mins 8mins

2mins

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Beaconhouse School System Juniper Campus Quetta. Worksheet for Excretory system in Humans Name:_______________________ Class:_________

Note that ureter and urethra must be spelt correctly. Stress that it is excess water which is removed and refer to this helping to maintain the blood at a constant concentration. An OHT diagram identifying the structures may be shown to students who may then label their own copy. Students may add annotations (An annotation is a note that is made while reading any form of text.) to their diagram to describe the function of each labelled component.

Subject: Biology Objectives At the end of the lesson the students will be able to : i).

Reader: X C

Topic: Structure and function of Kidney Time

week: 1st

Date: Assessment Students will be assessed on their ability to :

Methodology Introduction : Teachers exposition: structure of Query : Pair work Random feed back: Wrap up:

Resources

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives At the end of the lesson the students will be able to : i). describe dialysis in kidney machines.

Reader: X C

Topic: Dialysis

week: 1st Time 5mins

Date: Assessment Students will be assessed on their ability to :

Methodology Recap: name the structures that make the urinary system also state the function of each. Teachers exposition: Through labeled diagram of a kidney dialysis machine the process of dialysis will be explained. Query : Student will be allowed to ask topic related questions. Random feed back: Student will explain their understanding about the use of kidney machine for dialysis. Written task: Describe dialysis in kidney machines as the diffusion of waste products and salts. Wrap up: The process of dialysis will be summarized by a student.

Resources

12mins

labeled diagram of a kidney dialysis machine http://healthscie nces.merlot.org/ images/18loop. gif

3mins 4mins

Describe as a written task about dialysis in kidney machines as the diffusion of waste products and salts (small molecules).Through a membrane; large molecules (e.g. protein) remain in the blood.

10mins

2mins

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Use the suggested online animation to demonstrate the movement of substances across the dialysis membrane and to show that the content and concentration of the dialysis fluid controls which substances leave the blood. http://healthsciences.merlot.org/images/18loop.gif Or Teachers exposition could be Submerge lengths of Visking tubing, tightly tied at both ends, in distilled water. One tube should contain a solution of egg albumen (use dried albumen to make the solution) and the other a solution of glucose. After 30 minutes test the distilled water for the presence of protein and reducing sugar. As students will have met Visking tubing as a partially permeable membrane associated with osmosis in Unit 1 it will be necessary to explain that water molecules are not the only ones able to pass through (N.B. Visking tubing is available with different-sized pores.) Homeostasis introduction: http://www.s-cool.co.uk/gcse/biology/homeostasis/what-is-homeostasis.html Subject: Biology Reader: X C Topic: Homeostasis Time 6mins week: _____ Date: Assessment Students will be assessed on their ability to :
Define homeostasis as the maintenance of a constant internal environment.

Objectives Methodology Introduction: need of maintaining the constant internal body At the end of the lesson the students will environment will be discussed through brainstorming. be able to : i). Define homeostasis.
ii). Explain the process

of control by negative feedback.

Teachers exposition: Students may watch the suggested animated video following which a class brainstorm can be used to list the body functions controlled by homeostasis and the organs involved. Query/ oral feedback: student will be allowed to ask the topic related questions OR student will Define homeostasis. Pair work Study the provided negative feed back cycle diagram and discuss with the partner about the activity it perform. Student may take help from the book. Oral feed back: Use the negative feedback cycle diagram to explain the steps involved in controlling a constant room temperature and then diversify to explain the control of homeostatic functions in the body. Written task: Explain the process of control by negative feedback. Wrap up: A student will summarize the lesson.

10mins 3mins 5mins

Resources Homeostasis animated video: http://www.bbc. co.uk/schools/g csebitesize/scie nce/add_aqa/ho meo/homeosts.s html

5mins

Negative feedback cycle: http://www.bbc. Explain the process of control by negative co.uk/scotland/l feedback. earning/bitesize /higher/biology/ images/01stages _negativefdbac k.gif

6mins 2mins

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Internal environment may be explained as conditions within the body. Homeostasis may be split into homeo (meaning the same) and stasis (meaning staying or standing). The operation of a thermostat illustrates the concept well, but it should be explained that temperature is not the only variable that can be controlled. An introduction relating to temperature control leads comfortably on to outcome 10(d). Use the negative feedback cycle diagram to explain the steps involved in controlling a constant room temperature and then diversify to explain the control of homeostatic functions in the body.

Which organs are involved?

The following diagram shows the organs that have roles in homeostasis: Through the hypothalamus and pituitary glands the brain has a long-lasting and powerful effect on the body by involving hormones. The hypothalamus monitors water, temperature and carbon dioxide content of blood. The pituitary gland secretes a number of hormones, a key one is ADH which is important in regulating the water content of the body.

The liver helps to control glucose content of the body by storing it as glycogen. It is also involved in temperature regulation, acting as the body's furnace by increasing the rate of respiration when we are cold. The lungs are involved by getting rid of carbon dioxide from the body. The pancreas is involved in maintaining a constant amount of glucose in the body through the actions of glucagon and insulin. The muscles of the body can help to maintain a stable body temperature as muscular activity and shivering help to generate heat. The kidney are involved in controlling the amount of water in the body. The skin is the largest organ and has a central role in maintaining a constant temperature.

What has to be controlled?

All of our cells are bathed in a watery solution, which is formed by some of our blood plasma which is allowed to leak out of our blood. This carries away any waste materials back into the blood. The balance of things in this tissue fluid is critical for the cells and the whole body. There are basically 6 things that are essential for health and that must be controlled: 1. Carbon dioxide Extra carbon dioxide must be removed, otherwise the body becomes too acidic. It is lost mainly in the air we breathe out, but a small amount is lost in the urine. 2. Urea This is the waste chemical produced when we digest amino acids in the liver. It is poisonous and so must be removed. This is done mainly through the urine, although some is lost through our sweat. 3. Ions If the right balance of ions is not kept, our cells can become shrivelled, swollen or even burst! Important ions include sodium, potassium, hydrogen and phosphate. These are controlled through our urine and the amount of water we drink. We also lose some, like sodium ions, through our faeces and our sweat. 4. Sugar

Having enough glucose for respiration plus adequate storesof glycogen is critical. If the blood glucose level falls too lowwe will die. 5. Water Seventy percent of our body mass is water. Without keeping the right amount of water we would die. The kidney is the key means of this control (see later). 6. Temperature The enzymes that control every chemical reaction in our body work best at their optimum temperature of 37 degrees Centigrade. If our body cells get too hot or too cold they would die. So would we! A cool way to remember these 6 things is by learning this... When (Water) Shall (Sugar) I (Ions) Clean (CO2) The (Temperature) Utensils (Urea)

1. Fill in the missing words... Why do we need homeostasis? If there was not a constant___(i)___ environment, our ___(ii)___ would not work properly. That would mean that nothing would operate properly and we would ___(iii)___. (Marks available: 3) Answer

Answer outline and marking scheme for question: 1 (i) internal; (ii) enzymes; (iii) die. (Total = 3 marks) 2. Name 3 organs of the body that are involved in homeostasis and briefly explain what they do. (Marks available: 6) Answer Answer outline and marking scheme for question: 2 Choose any 3 of the following, with a short summary of what they do... Through the hypothalamus and pituitary glands the brain has a long-lasting and powerful effect on the body by involving hormones. The hypothalamus monitors water, temperature and the level of carbon dioxide in the blood. The pituitary gland secretes a number of hormones - a key one is ADH, which is important in regulating the water content of the body. The liver helps to control glucose content of the body by storing it as glycogen. It is also involved in temperature regulation, acting as the body? furnace s by increasing the rate of respiration when we are cold. The lungs are involved by getting rid of carbon dioxide from the body. The pancreas is involved in maintaining a constant amount of glucose in the body through the actions of glucagon and insulin. The muscles of the body can help to maintain a stable body temperature as muscular activity and shivering help to generate heat. The kidney is involved in controlling the amount of water in the body. The skin is the largest organ and has a central role in maintaining a constant temperature.

(Total = 6 marks) 3. When there is too little water in the body, a sequence of events occurs. Fill in the missing words to complete the process: Too little water in blood. Detected by___(i)___. More___(ii)___ released into blood by the ___(iii)___. ___(iv)___ reabsorbs more water. Less ___(v)___ produced. Blood water level not reduced further. (Marks available: 5) Answer Answer outline and marking scheme for question: 3 (i) hypothalamus; (ii) adh; (iii) pituitary gland; (iv) kidney; (v) urine. Subject: Biology Objectives Methodology Reader: X C Topic: Time Resources week: Assessment Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives Methodology

Reader: X C

Topic: Time Resources

week: Assessment

Date:

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?

Subject: Biology Objectives

Reader: X C Methodology

week: 1st

Date: Time Resources Assessment

At the end of the lesson the students will be able to : i).

Introduction : Teachers exposition: Query : Pair work Random feed back: Written task: Wrap up:

Students will be assessed on their ability to :

Evaluation of students learning: What did the children learn in this lesson?

Evaluation of teaching: What went well? How do you know?

What did they actually do?

What went wrong? How will you fix it?